探索丹麦小学和初中教师驾驭强制性数字化转型的策略

IF 3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Ronni Laursen
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引用次数: 0

摘要

本研究采用布尔迪厄的实践理论,分析了 31 个与教师、校长和行政人员的访谈。我探讨了教师在丹麦小学和初中强制推行学习管理系统(LMS)时所采用的策略。教师被分为三类:主要从事教学工作的教师、承担数字职责的教师和代表丹麦教师工会的教师。研究结果显示,这些教师群体采取了三种不同的策略。首先,只专注于教学的教师采取了抵制策略,避免在日常教学中使用 LMS。与此相反,另外两组教师则通过积累数字资本或管理资本来提高自己的技能。后一种策略使他们成为当地管理层眼中的关键人物,为晋升做好准备。此外,由于提高技能需要与管理层密切合作,这自然会引导这些教师通过他们在学校的行动来支持 LMS 的实施。研究结果有助于理论的发展,并为教师在学校进行变革时的做法提供了启示。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Exploring teachers' strategies for navigating compulsory digital transformations in Danish primary and lower secondary schools

This study employs Bourdieu's theory of practice to analyse 31 interviews with teachers, principals and administrators. I explore the strategies teachers use to handle the mandatory enactment of a Learning Management System (LMS) in Danish primary and lower secondary schools. Teachers are categorised into three groups: those mainly focused on teaching, those with digital responsibilities and those representing the Danish Teachers' Union. The findings reveal three distinct strategies adopted by these groups of teachers. Firstly, teachers solely focused on teaching developed a strategy of resistance, avoiding the use of the LMS in their daily teaching. In contrast, the other two groups of teachers responded to the changes by accumulating either digital or managerial capital to enhance their skills. This latter strategy positioned them as key figures in the eyes of local management, preparing them for advancement. Furthermore, since enhancing skills entails collaborating closely with management, it naturally leads these teachers to support the enactment of the LMS through their actions in the schools. The findings contribute to theoretical development and provide insights into teachers' practices when required to enact change in school.

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来源期刊
British Educational Research Journal
British Educational Research Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.70
自引率
8.70%
发文量
71
期刊介绍: The British Educational Research Journal is an international peer reviewed medium for the publication of articles of interest to researchers in education and has rapidly become a major focal point for the publication of educational research from throughout the world. For further information on the association please visit the British Educational Research Association web site. The journal is interdisciplinary in approach, and includes reports of case studies, experiments and surveys, discussions of conceptual and methodological issues and of underlying assumptions in educational research, accounts of research in progress, and book reviews.
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