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Digitalise and capitalise?: Teachers’ self-understanding in 21st-century teaching contexts
Högskolan i Gävle.ORCID iD: 0000-0002-5592-2964
Högskolan i Gävle.ORCID iD: 0000-0002-3362-7198
Umeå University, Faculty of Social Sciences, Department of Education.ORCID iD: 0000-0002-0941-9364
Umeå University, Faculty of Social Sciences, Department of applied educational science.ORCID iD: 0000-0001-8409-0557
2019 (English)In: Oxford Review of Education, ISSN 0305-4985, E-ISSN 1465-3915, Vol. 45, no 1, p. 102-118Article in journal (Refereed) Published
Abstract [en]

The digitalisation of educational contexts has changed the practice of teaching and learning. In this, teachers have a key role in enacting digital technologies for this purpose and have different opportunities to do so. This article explores how digitalisation can affect teachers by focusing on: (a) how teachers manage to capitalise on digitalisation; and (b) how digitalisation can affect and reconstruct their self-understanding. Two teacher colleagues of English as a foreign language (EFL) in the same teaching team are interviewed and observed. Drawing on the interplay between self-image, self-esteem, job motivation, and task perception, it is shown how the teachers’ self-understanding is played out and changes due to the call for digitalisation. Whereas one of the teachers has been able to capitalise on digitalisation in a way that has been beneficial both professionally and personally, the other has felt pressurised by it. A conclusion is that a limited or extended use of digital technologies should not be taken as an indicator of teaching quality.

Place, publisher, year, edition, pages
Routledge, 2019. Vol. 45, no 1, p. 102-118
Keywords [en]
agency, capitalisation, digital technologies, enactment, self-understanding, teacher
National Category
Pedagogy
Research subject
education
Identifiers
URN: urn:nbn:se:umu:diva-151703DOI: 10.1080/03054985.2018.1500357ISI: 000454618100006Scopus ID: 2-s2.0-85052304072OAI: oai:DiVA.org:umu-151703DiVA, id: diva2:1246925
Funder
Swedish Research Council, 721-2014-1762Available from: 2018-09-10 Created: 2018-09-10 Last updated: 2019-09-10Bibliographically approved

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Lindberg, Ola J.Olofsson, Anders D.

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Fransson, GöranHolmberg, JörgenLindberg, Ola J.Olofsson, Anders D.
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Oxford Review of Education
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