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Training teachers through technology: A case study of a distance-based teacher training programme
Umeå University, Faculty of Social Sciences, Department of Education.
Umeå University, Faculty of Social Sciences, Department of Education.
2005 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis’ main theme is the relationship between teacher training, distance education, ICT and community. These aspects of an educational practice are conceptualised within a hermeneutical approach as aspects of edukation. The thesis consists of eight articles. These are all related to one specific teacher training programme, in the thesis considered as being one demarcated social context, and treated as a single case. In articles I-III, different theoretical conceptions are elaborated upon both in relation to the discipline of Education (in Swedish Pedagogik), and in relation to the hermeneutical approach. Articles IV-VIII reports on the analysis of several data-gatherings, understood as being parts of an embedded case study. Teacher trainees on the programme have responded to a questionnaire, and have been interviewed. Teacher trainers organising the programme have been interviewed, and governmental and local policies concerning both teacher training and distance education were included. The data were gathered with the intention of enabling an understanding of the conditions through which the teacher trainees understand their societal commission, as a strive for upholding and developing legislated constitutive values, such as multiculturalism, equity, democracy and freedom. All in all, the aim of the thesis is to present an overall understanding of the process of edukation, the establishment of an educative relationship between the individual and the society in distance-based teacher training. The analysis points towards an understanding that emphasises the possession by trainees of competencies that include self-sufficiency, self-direction in their learning and self-confidence providing independence from their fellow trainees, their trainers and society at large. Being assessed primarily on an individual basis does not seem to encourage the trainees to take a collective responsibility for their learning. The trainees seem to associate the social dimensions in the programme primarily to feelings of being at ease, rather than to aspects of learning. Seen as an overall aspect of a process of edukation, the norms and values developed when the trainees negotiate meaning and values appear, in this context, to promote individuality. Additionally, this understanding seems to apply to aspects of democracy as well. Having been able to regard the teacher training programme from different theoretical positions over time, and to consider the teacher trainees and their studies as belonging to a learning community; the Online Learning Community that intersects the issues of learning and technology with the issues of values and society, one might ask; is this then a story of community? If the trainees’ views on education and learning stem from a sense of community, then it might be that of a community as a place of belonging. This could be why the trainees regard the sense of being at ease in the study-group as being more important than the aspects of learning in the study-group. Learning might incorporate conflicting views and contrasting standpoints that potentially challenge the study-group and their sense of belonging. Feeling at ease and taking an inclusive stance might then be one way of ensuring that the group provides what it promises: a safe and warm place. This could be contrasted with the way community implies a strong normative tendency to embrace while disciplining, or as the trainees put it; you may belong here if you adjust to the norms of the group. This in turn begs the question: what is the ethical stance taken in a community, society or study-group? In this thesis, one possible interpretation of this matter is provided.

Place, publisher, year, edition, pages
Umeå: Umeå universitet , 2005. , 260 p.
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 78
Keyword [en]
Edukation, hermeneutics, teacher training, distance education, ICT, learning community, case study.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:umu:diva-626ISBN: 91-7305-982-X (print)OAI: oai:DiVA.org:umu-626DiVA: diva2:144040
Distributor:
Pedagogik, 90187, Umeå
Public defence
2005-12-09, Norra Beteendevetarhusets hörsal, HS 1031, Umeå universitet, Umeå, 10:00 (English)
Opponent
Supervisors
Available from: 2005-11-09 Created: 2005-11-09 Last updated: 2010-02-19Bibliographically approved
List of papers
1. Edukation - ett möjligt studieobjekt?
Open this publication in new window or tab >>Edukation - ett möjligt studieobjekt?
2005 (English)In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 10, no 1, 52-64 p.Article in journal (Refereed) Published
Abstract [sv]

Med den här artikeln vill vi bidra till diskussion om det svenska pedagogikämnet. Vi inleder med att teckna en bild av pedagogiken som vetenskaplig disciplin utifrån vilken vi tycker oss spåra utvecklingen av ett nyvaknat intresse för filosofiska spörsmål. Utifrån denna utveckling presenterar vi en forskningsansats och ett studieobjekt, som vi menar öppnar till en annorlunda förståelse av pedagogisk forskning. Den forskningsansats vi för fram är filosofisk hermeneutik, och studieobjektet är edukation.

Place, publisher, year, edition, pages
Göteborg: Institutionen för pedagogik och didaktik, Göteborgs universitet, 2005
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-4791 (URN)
Available from: 2005-11-09 Created: 2005-11-09 Last updated: 2017-12-14Bibliographically approved
2. Pedagogik, tolkning och förståelse - en metodologisk reflektion kring studieobjektet edukation
Open this publication in new window or tab >>Pedagogik, tolkning och förståelse - en metodologisk reflektion kring studieobjektet edukation
2005 (English)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 14, no 2, 99-118 p.Article in journal (Refereed) Published
Abstract [en]

In this article we argue for an approach to educational research based on philosophical hermeneutics. In this approach an understanding of educational issues could be based on interpretations of empirical data related to theory. Our argument is that various aspects of the educational system can be understood if a distance is enabled between a pre-specified theoretical frame and empirical data. Conceptualised as a field the interpretational frame suggested in this article illuminates different aspects related to educational theory, and thereby interpretations of that which is near and taken for granted are made both explicit and possible.

Place, publisher, year, edition, pages
Uppsala: Pedagogiska institutionen, Örebro universitet, 2005
Identifiers
urn:nbn:se:umu:diva-4792 (URN)
Available from: 2005-11-09 Created: 2005-11-09 Last updated: 2017-12-14Bibliographically approved
3. Phronesis – on teachers’ knowing in practice. Towards teaching as embodied moral
Open this publication in new window or tab >>Phronesis – on teachers’ knowing in practice. Towards teaching as embodied moral
2005 (English)In: Tidskrift för lärarutbildning och forskning, ISSN 1404-7659, Vol. 12, no 3, 148-162 p.Article in journal (Refereed) Published
Abstract [en]

This article concerns a possible way to understand the concept of teaching. It begins with an elaboration on three different aspects of knowledge with roots in ancient Greece; epistmé, techné and phronesis. Thereafter some traditions and lines of development in research on teaching over the last thirty years are presented. It is shown that phronesis still seems to be a useful concept when trying to understand teaching and teachers’ knowing in practice. In an attempt to go beyond the Cartesian dualism of subject and object, phronesis is then described within a philosophical hermeneutical approach. The conclusion points towards a possibility to understand teaching and teachers’ knowing in practice as embodied moral.

Place, publisher, year, edition, pages
Umeå: Fakultetsnämnden för lärarutbildning, 2005
Identifiers
urn:nbn:se:umu:diva-4793 (URN)
Available from: 2005-11-09 Created: 2005-11-09 Last updated: 2010-03-12Bibliographically approved
4. Individual and flexible. Working conditions in the practice of Swedish distance-based teacher education
Open this publication in new window or tab >>Individual and flexible. Working conditions in the practice of Swedish distance-based teacher education
2006 (English)In: International Education Journal, ISSN 1443-1475, E-ISSN 2202-493X, Vol. 7, no 5, 699-708 p.Article in journal (Refereed) Published
Abstract [en]

This article reports on the working conditions within Swedish ICT-supported distance-based teacher education. Data collected from teacher trainees are analysed and discussed in relation to Swedish governmental policies concerning teacher education and distance education and theories emphasising the importance of social aspects of education. The findings indicate working conditions that are mainly controlled by the teacher education program, and that teacher trainees to a high degree are fostered into individualism. Exceptions are in group work, which on the other hand seems to be given only minor attention in teacher education. This raises questions related to the intentions of teacher education. First, there are questions concerning issues of flexibility and choice, more precisely about what aspects are flexible or not. Second, there are questions concerning possibilities of teacher education providing an education that enables teacher trainees to develop the competencies needed to be able to teach.

Place, publisher, year, edition, pages
Shannon Research Press, 2006
Keyword
Teacher education, working conditions, flexible learning, online learning community, Sweden
Identifiers
urn:nbn:se:umu:diva-4794 (URN)
Available from: 2005-11-09 Created: 2005-11-09 Last updated: 2017-12-14Bibliographically approved
5. Whatever happened to the social dimension? Aspects of learning in a distance-based teacher training programme
Open this publication in new window or tab >>Whatever happened to the social dimension? Aspects of learning in a distance-based teacher training programme
2006 (English)In: Education and information technologies, ISSN 1573-7608, Vol. 11, no 1, 7-20 p.Article in journal (Refereed) Published
Abstract [en]

In this article we discuss distance-based teacher trainees' understandings of learning and education in a computerised learning environment. Educational research today often stresses the importance of a social dimension in learning and education and computerised learning environments are said to create and fulfil the social dimension in on-campus education as well as in distance education. This social dimension of learning and education is investigated, in a Swedish distance-based teacher training programme supported by ICT, through semi-structured interviews with 19 teacher trainees. The study shows that there is a complex relationship between the use of the computerised learning environment and the physical meetings in the programme. One conclusion is that, even though theories emphasise the social dimension of learning through participation, teacher trainees view participation with others as important primarily in relation to social aspects of well-being and not in relation to learning. The use of ICT for creating a community of learners through participation seems to individualise the students' learning rather than bringing them together in their learning.

Place, publisher, year, edition, pages
SpringerLink, 2006
Keyword
Teacher training, ICT, learning, individualised education
Identifiers
urn:nbn:se:umu:diva-4795 (URN)10.1007/s10639-005-5716-2 (DOI)
Available from: 2005-11-09 Created: 2005-11-09 Last updated: 2010-03-12Bibliographically approved
6. Enhancing phronesis. Bridging communities through technology
Open this publication in new window or tab >>Enhancing phronesis. Bridging communities through technology
2006 (English)In: Enhancing learning through technology, London: Information science publishing , 2006, 29-55 p.Chapter in book (Other academic)
Abstract [en]

In this chapter the possibilities to use technology in order to improve the contextual and value-based dimensions in online distance-based teacher training in Sweden is explored. Aristotle's (1980) concept of phronesis is used as a starting point for raising questions whether the Internet and the establishing of Educational online learning communities can be used to enchance the teacher trainees' skills of making moral decisions in unpredictable situations. It is argued that active participation, collaboration and dialogue are vital in order to fostering common moral and societal values among the teacher trainees, but that there is a need for rethinking how technology could be used in order to accommodate such processes. This chapter suggests that a development of a shared teacher identity is possible by expanding the scope of online community and bridging teacher-training practices to teacher practices, thus including already practicing teachers, teacher trainers, and teacher trainees in a joint educational community.

Place, publisher, year, edition, pages
London: Information science publishing, 2006
Identifiers
urn:nbn:se:umu:diva-4796 (URN)9789812705587 (ISBN)
Available from: 2005-11-09 Created: 2005-11-09 Last updated: 2010-03-12Bibliographically approved
7. Distancing democracy. Organising on-line teacher training to promote community values
Open this publication in new window or tab >>Distancing democracy. Organising on-line teacher training to promote community values
2006 (English)In: UCFV Research Review, ISSN 1715-9849, Vol. 1, no 1, 1-10 p.Article in journal (Refereed) Published
Abstract [en]

This article is concerned with conceptions of democracy among teacher trainees attending a distance-based on-line teacher training programme through the use of ICT. Analyses of interviews with teacher trainees provide an understanding of the teacher trainees' conceptions of democracy. The analysis is informed by a framework for understanding democracy based on Held (1966), and points toward a view in which the teacher trainees are focusing foremost on individual aspects of democracy, and not as much on social or collective conceptions reflecting community values. Thus a possible conclusion could be that distance-based on-line teacher training is highly individualised, to the point of conceiving values connected to a social dimension as an individual enterprise. 

Keyword
case study, community values, distance education, European citizenship, hermeneutical approach, individualised conceptions of democracy, learning community, on-line teacher training in Sweden
Identifiers
urn:nbn:se:umu:diva-4797 (URN)
Available from: 2005-11-09 Created: 2005-11-09 Last updated: 2010-03-12Bibliographically approved
8. Assumptions about participating in teacher education through the use of ICT
Open this publication in new window or tab >>Assumptions about participating in teacher education through the use of ICT
2005 (English)In: Campus-Wide Information Systems, ISSN 1065-0741, Vol. 22, no 3, 154-161 p.Article in journal (Refereed) Published
Abstract [en]

Purpose – With a philosophical stance in relation to education, this paper aims to discuss different understandings of participation in an information and communication technology (ICT)-supported distance-based teacher education program in Sweden. esign/methodology/approach – The paper is based on early results from two studies, both of which involved a group of teacher-trainees, with one interview and one questionnaire.

Findings – The findings indicate that there is a need to be explicit about the ontological assumptions inherent in the intended use of ICT. The conclusion is that the program in question is built on assumptions of realism and that ICT lays the ground for individual participation and works to tell the students apart.

Originality/value – Helps in understanding how ICT, and its use, can have different effects on different groups.

Keyword
Communication technologies, educational personnel, teachers, learning, Sweden
Identifiers
urn:nbn:se:umu:diva-4798 (URN)10.1108/10650740510606153 (DOI)
Available from: 2005-11-09 Created: 2005-11-09 Last updated: 2017-12-14Bibliographically approved

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Citation style
  • apa
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  • de-DE
  • en-GB
  • en-US
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  • nn-NO
  • nn-NB
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  • Other locale
More languages
Output format
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  • asciidoc
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