Student teachers’ task perceptions of democracy in their future profession – a critical discourse analysis of students’ course texts

Edling, Silvia; Liljestrand, Johan

doi:10.14221/ajte.2018v43n7.5

Cited by 3 publications

(4 citation statements)

References 22 publications

(34 reference statements)

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“…This is not to say that this should be the case, but the question is where else, nor is this an attempt to blame TEDs for not addressing digital technologies or PDC in the module. TEDs need to support student teachers to develop skills, knowledge, and a broad understanding of democracy (Carr 2012;Edling and Liljestrand 2018;Zyngier 2012). While TEDs believe they have an important role in teaching student teachers to teach for digital citizenship, current conditions for teaching the E&D module make other priorities perceived as necessary, notably because of a lack of time which is a general problem when it comes to democratic work in European TE (Raiker and Rautiainen 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Different conceptualizations of democracy can also impact future teachers' engagement with the democratic assignment (Bernmark-Ottosson 2005;Carr 2012;Eriksen 2018). Conceptualizations are often discussed using contrasts such as thick-thin or broad-narrow to illustrate the differences between broad notions of democracy, involving, for instance, equality and people's everyday actions, and narrow notions focusing on institutional democratic practices (Edling and Liljestrand 2018). Student teachers' conceptualizations of democracy tend to be narrow with apolitical notions of democratic work, and therefore they need TEDs' support to develop skills, knowledge, and a deeper understanding of democratic work (Carr 2012;Zyngier 2012).…”

Section: Preparing Student Teachers For the Democratic Assignmentmentioning

confidence: 99%

“…Student teachers' conceptualizations of democracy tend to be narrow with apolitical notions of democratic work, and therefore they need TEDs' support to develop skills, knowledge, and a deeper understanding of democratic work (Carr 2012;Zyngier 2012). This includes highlighting how different approaches to democracy have implications when teaching for democracy (Edling and Liljestrand 2018;Eriksen 2018).…”

Section: Preparing Student Teachers For the Democratic Assignmentmentioning

confidence: 99%

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Digital Citizenship and Professional Digital Competence — Swedish Subject Teacher Education in a Postdigital Era

Örtegren

2022

Postdigit Sci Educ

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Teacher education (TE) is not only about skills and knowledge but also about citizenship formation as student teachers are prepared for the democratic assignment of school. In a postdigital era, blurred boundaries between digital technologies and physical reality place new demands on citizenship, teacher education institutions (TEIs), and teacher educators (TEDs). This paper explores Swedish TEDs’ views of digital citizenship and the professional digital competence (PDC) required for teaching subject student teachers to teach for digital citizenship. Seven TEIs participated and 16 semi-structured interviews were conducted with TEDs teaching a Core Education Subjects module on education and democracy mandatory for all student teachers. TEDs generally believe that the digitalization of society impacts the democratic assignment and addressing this requires specific PDC. Conceptualizations of digital citizenship tend to foreground source criticism as well as ethical, safe, and sound use of digital technologies, and to some degree also (im-)material means of democratic participation. While generally believing that TE should address questions relating to digital citizenship and that TEDs have an important role in this regard, digital technologies are discussed in the module coincidentally and TEDs are unsure to what degree student teachers receive such training. Challenges include lack of time and unclear Degree Objectives. To develop TEDs’ PDC to include questions relating to digital citizenship in their teaching, support is needed through policy and continuous professional development for TEDs, including reviews of course content and program structure. Future TE research needs to explore digital citizenship in the school subject social studies.

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Section: Discussionmentioning

confidence: 99%

Section: Preparing Student Teachers For the Democratic Assignmentmentioning

confidence: 99%

Section: Preparing Student Teachers For the Democratic Assignmentmentioning

confidence: 99%

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Digital Citizenship and Professional Digital Competence — Swedish Subject Teacher Education in a Postdigital Era

Örtegren

2022

Postdigit Sci Educ

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“…Tugas utama seorang guru adalah membelajarkan siswa (Aljaafil, 2019;Edling & Liljestrand, 2018;Lee, Coomes, & Yim, 2019;Main, 2018;Mount, 2018). Ini berarti bahwa bila guru bertindak mengajar, maka diharapkan siswa belajar.…”

Section: Pendahulanunclassified

Kemampuan Calon Guru Sekolah Dasar Dalam Mengatasi Kesulitan Belajar Siswa

Sudarwo

Adiansha

2021

JIME

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Estudios de formación ciudadana en la formación inicial docente: Una revisión sistemática de la literatura

Torres-Valderrama,

Otondo-Briceño,

Seguel-Arriagada

2024

RAE

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Durante las últimas décadas, la formación ciudadana ha tomado relevancia en el campo educativo, ya que favorece que el estudiantado se prepare para la vida en democracia. Sin embargo, para lograr este objetivo es necesario que el profesorado cuente con la preparación adecuada para poder comunicarla en el contexto educativo. Por lo tanto, en este artículo se analizan las investigaciones más recientes sobre el tema en la formación inicial docente a nivel global. Se utilizó el método PRISMA para realizar una revisión sistemática de la literatura en las bases de datos SciELO, Scopus y WoS: se obtuvo una muestra total de 191 artículos, y luego de aplicar los criterios de inclusión se seleccionaron 24. Los resultados describen las características de las investigaciones analizadas, las estrategias metodológicas empleadas por los diversos grupos de investigación y los principales hallazgos de los estudios examinados. Se concluye que las estrategias de enseñanza y aprendizaje contenidas en las diversas actividades curriculares de la formación inicial docente son cruciales para el futuro ejercicio profesional, puesto que posibilitan que el profesorado construya conocimientos sobre la formación ciudadana desde la propia experiencia formativa.

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Student teachers’ task perceptions of democracy in their future profession – a critical discourse analysis of students’ course texts

Cited by 3 publications

References 22 publications

Digital Citizenship and Professional Digital Competence — Swedish Subject Teacher Education in a Postdigital Era

Digital Citizenship and Professional Digital Competence — Swedish Subject Teacher Education in a Postdigital Era

Kemampuan Calon Guru Sekolah Dasar Dalam Mengatasi Kesulitan Belajar Siswa

Estudios de formación ciudadana en la formación inicial docente: Una revisión sistemática de la literatura

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