25+ years of ICT in policy documents for teacher education in Norway and Denmark (1992 to 2020): a study of how digital technology is integrated into policy documents

IF 1.6 Q2 EDUCATION & EDUCATIONAL RESEARCH

Education Inquiry Pub Date : 2021-09-17 DOI:10.1080/20004508.2021.1972594

Ann-Thérèse Arstorp

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引用次数: 7

Abstract

ABSTRACT This paper examines the role of digital technology in national guidelines and regulations in Norwegian and Danish teacher education over the course of 28 years (1992–2020). These policy documents are used to examine policy perspectives on digital technology through an analytical framework based on Wartofsky’s artifact categories. The analytical categories developed for this study are tool artifacts, teacher professional artifacts and discursive artifacts. The results show that the different categories dominate at different times. The Norwegian policy documents indicate an increase in teacher professional artifacts and a decrease in tool artifacts over time, whereas the Danish policy documents show the opposite tendency. Discursive artifacts are absent in Danish policy documents while their presence diminishes over time in the Norwegian policy documents. As teachers, and ITE in particular, are still struggling to realise educational policy aims, there is still a need for direction, this absence seems to run counter to the goal of increasing PDC in ITE.

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ICT在挪威和丹麦教师教育政策文件中的25年以上(1992年至2020年):数字技术如何融入政策文件的研究

摘要本文考察了挪威和丹麦28年（1992-2020年）教师教育中数字技术在国家指导方针和法规中的作用。这些政策文件用于通过基于Wartofsky人工制品类别的分析框架来审查数字技术的政策视角。为本研究开发的分析类别包括工具工件、教师专业工件和话语工件。结果表明，不同的类别在不同的时间占主导地位。挪威的政策文件表明，随着时间的推移，教师专业文物有所增加，工具文物有所减少，而丹麦的政策文件则显示出相反的趋势。丹麦政策文件中没有散漫的文物，而挪威政策文件中的散漫文物则随着时间的推移而减少。由于教师，尤其是ITE，仍在努力实现教育政策目标，仍需要指导，这种缺席似乎与增加ITE PDC的目标背道而驰。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Education Inquiry Social Sciences-Sociology and Political Science

CiteScore

5.00

自引率

0.00%

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