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Teachers’ pedagogical reasoning and reframing of practice in digital contexts

Teachers’ pedagogical reasoning and reframing of practice in digital contexts PurposeThe purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.Design/methodology/approachA design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis.FindingsThe findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.Research limitations/implicationsAn increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.Practical implicationsThe pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.Originality/valueRich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png The International Journal of Information and Learning Technology Emerald Publishing

Teachers’ pedagogical reasoning and reframing of practice in digital contexts

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2056-4880
DOI
10.1108/IJILT-09-2017-0084
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.Design/methodology/approachA design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis.FindingsThe findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.Research limitations/implicationsAn increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.Practical implicationsThe pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.Originality/valueRich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.

Journal

The International Journal of Information and Learning TechnologyEmerald Publishing

Published: Mar 5, 2018

References