The role of multidisciplinarity in developing teachers’ professional digital competence

Johannesen, Monica; Øgrim, Leikny

doi:10.7577/njcie.3735

Cited by 5 publications

(3 citation statements)

References 27 publications

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“…Thus, multidisciplinarity differs from interdisciplinarity in whether problem-solving is resolved side by side or as a coherent whole that entails knowledge integration (Rowland, 2006;Nenseth et al, 2010;Beland Lindahl and Westholm, 2014). Transdisciplinarity entails the exchange of competencies and knowledge from outside the academic institutions through involvement and inclusion of relevant societal actors, or as problem-based learning (Nenseth et al, 2010;Beland Lindahl and Westholm, 2014;Johannesen and Øgrim, 2020). Interdisciplinarity might easily be used as a concept covering bridging of disciplines in any form, but Balsiger et al (2004) suggests the collective term "supradisciplinarity" in all cases where a single discipline has been trespassed.…”

Section: A Role For Interdisciplinarity In Transformative Teacher Edu...mentioning

confidence: 99%

Relevant Transformative Teacher Education for Future Generations

et al. 2022

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In this article, we investigate the need for a relevant transformative teacher education when current and future societal challenges have been decisive in defining a Norwegian education reform where interdisciplinarity in specific topics is judged crucial to current and future generations in the new National Curriculum. At the same time, Norwegian teacher education is criticized for not teaching relevant content and, hence, contributing to schools’ challenges to teach for future needs. This study is part of a larger research project engaging with the UN Sustainable Development Goals and OECD’s call for 21st Century Skills. The data material analyzed for this article is two-fold: (1) Regulatory documents for schools and teacher education account for the mandate given both educational levels, particularly examining similarities and differences in addressing interdisciplinary themes, methods, and assessments; (2) Questionnaire responses from 906 teachers, 155 student teachers, and 121 teacher educators respond to how they work with interdisciplinary education. The mandate assigned to the different levels of the education sector initially displays high ambitions for relevant education for a rapidly changing future. However, entering into the details, curricula seem contradictory at different educational levels, conservative, and with limited intentions of moving toward new and needed skills. Teachers are in general positive to interdisciplinary work, understand the significance to both society and individual, yet traditional activities of teaching prevail. Student teachers also judge interdisciplinary work as important but report little exposure during their teacher education. Teacher educators conduct interdisciplinary work mainly on their own but report a willingness to learn from colleagues. This study illustrates interest in, yet challenges with, interdisciplinary work across educational levels, and indicates a need for relevant transformative teacher education to be at the forefront, making educational content and methods responsive to the challenges future generations of teachers need.

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Section: A Role For Interdisciplinarity In Transformative Teacher Edu...mentioning

confidence: 99%

Relevant Transformative Teacher Education for Future Generations

et al. 2022

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“…Forskning på digital kompetanse i en laererutdanningskontekst inkluderer studier om hvordan laererutdanninger implementerer digital kompetanse i studiene (Amdam et al, 2022;Thorvaldsen, 2020), dokumentanalyser av ulike styringsdokumenter (Arstorp, 2021) og hvilke erfaringer laererstudenter og nyutdannede laerere har med å utvikle sin digitale kompetanse gjennom studiet (Almås et al, 2021;Gudmundsdottir & Hatlevik, 2018;Johannesen & Øgrim, 2020). Empiriske studier om laererutdanneres erfaring med, og utvikling av, digital kompetanse er imidlertid et underforsket område (Hjukse et al, 2020;Lund & Aagaard, 2020;Røkenes et al, 2022;Örtegren, 2022).…”

Section: Tidligere Forskning På Laererutdanneres Digitale Kompetanseunclassified

Å utvikle digital kompetanse gjennom refleksjon over kroppslige og emosjonelle erfaringer – en lærerutdanners erfaringer

Ørbæk

2022

Högre utbildning

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I denne artikkelen stilles det spørsmål om hvordan refleksjoner over kroppslige og emosjonelle erfaringer kan ha betydning for utvikling av lærerutdanneres digitale kompetanse. Datamaterialet i denne autoetnografiske studien er refleksjonsnotater fra en lærerutdanners digitale undervisning våren 2021, som anvendes til å belyse forskningsspørsmålene: Hvilke kroppslige og emosjonelle erfaringer kommer til uttrykk når en lærerutdanner underviser digitalt? Hvilken betydning har disse kroppslige og emosjonelle erfaringene for hennes valg i undervisningsøyeblikket? Og hvilken betydning kan refleksjoner over kroppslige og emosjonelle erfaringer ha for utvikling av lærerutdanneres digitale kompetanse? Ved å anvende Deweys forståelse av erfaring og Fuchs’ begreper kroppslig resonans og mellomkroppslig samspill får analysen fram hvordan det å undervise digitalt skaper affekter og emotiver som får betydning for hvilke valg lærerutdanneren gjør i undervisingsøyeblikket, for relasjonen til studentene og for lærerutdannerens opplevelse av sin egen undervisning. Funnene viser også at refleksjoner over affektive og emotive erfaringer fra digital undervisning bidrar til å synliggjøre lærerutdannerens implisitte profesjonskunnskap, og med det gjøre erfaringene betydningsfulle i lærerutdannerens utvikling av egen undervisningspraksis både digitalt og på campus. ENGLISH ABSTRACT Developing digital competence through reflection on bodily and emotional experiences – a teacher educator’s experienceThis article asks how reflections on bodily and emotional experiences can have impact on the development of teacher educators’ digital competence. The data material in this autoethnographic study are reflection notes from a teacher educator’s digital teaching in the spring of 2021, which are used to illuminate the research questions: What bodily and emotional experiences are expressed when a teacher educator teaches digitally? What significance do these bodily and emotional experiences have for her choices at the moment of teaching? And what significance can reflections on bodily and emotional experiences have for the development of teacher educators’ professional digital competence? By applying Dewey’s understanding of experience and Fuchs’ concepts of bodily resonance and interbody interaction, the analysis reveals how digital teaching creates affective and emotive experiences that have an impact on the choices the teacher educator makes at the time of teaching, for the relationship with students and for the teacher educator’s experience of her own teaching. The findings also show that reflections on affective and emotive experiences from digital teaching help to highlight the teacher educator’s implicit professional knowledge and thereby make the experiences significant in the teacher educators’ development of their own teaching practice digitally and on campus.

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“…Computational thinking helps students solve problems by breaking them down into smaller parts. When solving problems, students find it easier to find problem patterns and solutions [6][17] [18].…”

Section: Introductionmentioning

confidence: 99%

Integration Of Computational Thinking In Mathematics Learning In Senior Secondary Education From 2019-2023: Systematic Literature Review

Martini,

Aminah

2024

Pattimura Int. J. Math.

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Mathematical thinking is very important for everyone and must be trained from childhood to face and solve everyday problems. To overcome problems and adapt to changes that occur in the era of globalization, changes in the industrial revolution 4.0 The world of education must be able to act quickly and precisely. Computational Thinking (CT), also known as computational thinking, is a process that involves formulating problems and finding solutions, as well as using these solutions to process information effectively to solve problems. The first objective, of this research it is hoped that someone will find it easy to observe problems, find solutions to problems, solve problems, and be able to develop solutions or solutions to problems. Apart from that, computational thinking hones us to think more effectively and efficiently. Second, to obtain a theoretical framework that can help solve the problem being researched to reveal concepts relevant to the case, especially in research that studies more deeply about research.Integration of Computational Thinking in Mathematics Learning in Senior Secondary Education. Stages In this research there are five stages, formulating the problem (1), searching for literature (2), selecting appropriate literature search results (3), analyzing several literature from test results (4), and making conclusions (5). The results show that articles reviewed by researchers regarding Computational thinking are associated with technology namely, from 14 articles referring to 9 articles that passed QA.

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The role of multidisciplinarity in developing teachers’ professional digital competence

Cited by 5 publications

References 27 publications

Relevant Transformative Teacher Education for Future Generations

Relevant Transformative Teacher Education for Future Generations

Å utvikle digital kompetanse gjennom refleksjon over kroppslige og emosjonelle erfaringer – en lærerutdanners erfaringer

Integration Of Computational Thinking In Mathematics Learning In Senior Secondary Education From 2019-2023: Systematic Literature Review

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