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About learning processes and the collective memory]. 2VOR &DSSHOHQ DNDGHPLVNIRUODJ 7DSVFRWW' Grown up digital: How the net generation is changing your world.1HZ References vegar vidare [Initial teacher education. Status, challenges and the way forward].8L6 7RQGHXU - 5REOLQ 1 3 YDQ %UDDN - )LVVHU 3 9RRJW - 7HFKQRORJLFDO SHGDJRJLFDO FRQWHQW NQRZOHGJH LQ WHDFKHU HGXFDWLRQ ,QVHDUFKRIDQHZFXUULFXOXPEducational Studies, 39 SS 7RQGHXU - YDQ %UDDN - 6DQJ * 9RRJW - )LVVHU 3 2WWHQEUHLW /HIWZLFK $ 3UHSDULQJ SUHVHUYLFH WHDFKHUV WR LQWHJUDWH WHFKQRORJ\ LQ HGXFDWLRQ $ V\QWKHVLV RI TXDOLWDWLYH HYLGHQFH Computers & Education, 59 SS± 7VFKDQQHQ0RUDQ 0 :RROIRON +R\ $ +R\ : . 7HDFKHU (IILFDF\ ,WV0HDQLQJDQG0HDVXUHReview of Educational Research, 68 SS 7YHGWH - ,7 L VHQWUDOH SODQDU >,7 LQ FHQWUDO GRFXPHQWV @Unpublished report 7Z\FURVV$ 6KLHOGV/ Paediatr Nursing, 16 7¡PWH & ( (GXFDWLQJ WHDFKHUV IRU WKH QHZ PLOOHQQLXP" Nordic Journal of Digital Literacy, 8 SS 7¡PWH&(QRFKVVRQ$%%XVNTXLVW8 .nUVWHLQ$ (GXFDWLQJ RQOLQHVWXGHQWWHDFKHUVWRPDVWHUSURIHVVLRQDOGLJLWDOFRPSHWHQFH 7KH 73$&.IUDPHZRUNJRHVRQOLQHComputers & Education, 84 SS 7¡PWH&+RYGKDXJHQ( 6ROXP1+ ICT in Initial Teacher Training: Country report, Norway.2VOR 2(&'3XEOLVKLQJ 7¡PWH&.nUVWHLQ$ 2OVHQ'6 IKT i lærerutdanningene – På vei mot profesjonsfaglig digital kompetanse? [ICT in Teacher Education - Towards a professional digital competence?].2VOR 1RUGLF ,QVWLWXWH IRU 6WXGLHV LQ ,QQRYDWLRQ 5HVHDUFK DQG (GXFDWLRQ 1,)8 81(6&2 The ICT Competency Framework for Teachers.3DULV 8QLWHG1DWLRQV(GXFDWLRQDO6FLHQWLILFDQG&XOWXUDO2UJDQL]DWLRQ References 9HQNDWHVK9 %URZQ6$ %ULGJLQJWKH4XDOLWDWLYH4XDQWLWDWLYH 'LYLGH *XLGHOLQHV IRU &RQGXFWLQJ 0L[HG 0HWKRGV 5HVHDUFK LQ ,QIRUPDWLRQ6\VWHPVMIS Quarterly, 37 SS 9RRJW - 0F.HQQH\ 6 73$&. LQ WHDFKHU HGXFDWLRQ DUH ZH SUHSDULQJWHDFKHUVWRXVHWHFKQRORJ\IRUHDUO\OLWHUDF\" Technology, Pedagogy and Education, 26 SS GRL ; 9\JRWVN\ / Mind in Society: The development of higher psychological processes. &DPEULGJH 0DVVDFKXVHWWV +DUYDUG 8QLYHUVLW\3UHVV :DULQJ 0 )LQGLQJ \RXU WKHRUHWLFDO SRVLWLRQ ,Q - $UWKXU 0 :DULQJ 5 &RH / 9 +HGJHV Research Methods & Methodologies in Education SS /RQGRQ 6DJH3XEOLFDWLRQV /WG :HUWVFK - 9 Mind as Action. 1HZ References =HLFKQHU . 0 $ 5HVHDUFK $JHQGD IRU 7HDFKHU (GXFDWLRQ ,Q 0 &RFKUDQ6PLWK . 0 =HLFKQHU (GV Studying Teacher Education: The Report of the AERA Panel on Research and Teacher Education SS 1HZ-HUVH\ /DZUHQFH(UOEDXP$VVRFLDWHV =KDQJ< :LOGHPXWK%0 4XDOLWDWLYH$QDO\VLVRI&RQWHQW,Q % 0 :LOGHPXWK Applications of Social Research Methods to Questions in Information and Library Science SS :HVWSRUW&7 /LEUDULHV8QOLPLWHG5HWULHYHG2FWREHUIURP KWWS IGHVLJQFRPSOH[LW\FRPTXDOLWDWLYHUHVHDUFKFRQWHQW DQDO\VLVSGI =KDR < 3XJK . 6KHOGRQ 6 %\HUV - / &RQGLWLRQV IRU &ODVVURRP 7HFKQRORJ\ ,QQRYDWLRQV Teachers College Record, 104 SS UQHV+:LOKHOPVHQ-% 6ROVWDG.- Digital tilstand i høyere utdanning 2011. Norgesuniversitetets monitor [Digital challenges in higher education 2011. NOU's ICT Monitor]. 7URPV¡ 1RUZD\ 2SHQLQJ8QLYHUVLWLHV Part II: Publications Article I !" # $ % !& # ' ( ))***+ +')) " ( , - , ( (. .,, ' ,, ( ' , /0 1 , ! ! ! "#" $ !$ ! !! !!% & '!! %()#%**)(%+, # -./)*.-0- 2, ! "#$ %! & % '! ( ) * ) % %! * )+ #%, %% + %! * )! %! - . # /+ 0%!! % !% 0 % ))) % 0 ! # %! & % 1 0 #% 2& % + 3! 3* 4.456 , 7* % 8 3 ' 9': European Journal of Teacher Education, 2016 Vol. 39, No. 1, 77–93, http://dx.doi.org/10.1080/02619768.2015.1100602 Preparing pre-service teachers to integrate technology: an analysis of the emphasis on digital competence in teacher education curricula Elen Instefjorda* and Elaine Muntheb aFaculty of Teacher and Cultural Education, Stord/Haugesund University College, Stord, Norway; bFaculty of Arts and Education, University of Stavanger, Stavanger, Norway This article focuses on integration of digital competence in curriculum docu- ments for teacher education in Norway. A model inspired by the work of Zhao, Pugh, Sheldon and Byers, as well as Krumsvik and Mishra and Koehler, has been developed as an analytical framework. Teachers’ digital competence is here understood as comprising three knowledge areas: technology proficiency, pedagogical compatibility and social awareness. National guidelines and cur- riculum regulations, along with programme descriptions from 19 teacher educa- tion institutions, have been analysed using this framework. Results indicate that use of technology does not have a prominent position in curriculum documents. There are few binding learning outcomes for the integration of technology, sug- gesting that digital competence is still not regarded as an important component of teachers’ professional competence. By clarifying the content of the concept, ‘teachers’ digital competence’, this article aims to contribute to increasing tea- cher educators’ awareness of which areas of knowledge they integrate into their curricula, what the goal of this knowledge is and which strategies are best suited to help pre-service teachers acquire this knowledge. Keywords: Pre-service teacher education; computer uses in education; teacher knowledge; computer literacy; teacher education curriculum Introduction Teachers play a decisive role in the uptake and use of technology in classrooms Olofsson et al. 2011), and experience from teacher education programmes is a crucial factor influencing new teachers’ use of technology (Drent and Meelissen Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 2008; Agyei and Voogt 2011). Teacher education programmes are, however, criti- cised for their failure to provide pre-service teachers with the necessary experiences of how to utilise technology in a teaching practice (Montgomerie and Irvine 2001; Wilhelmsen et al. 2009; Chien et al. 2012; Tømte, Kårstein, and Olsen 2013). Research shows that beginning teachers do not feel well prepared to use technol- ogy effectively in their teaching (Sang et al. 2010), and pre-service teachers in Canada (Martinovic and Zhang 2012) and in Norway (Wilhelmsen et al. 2009) report that technology is more frequently used in school than in the teacher educa- tion programme. There also appears to be a discrepancy between pre-service teach- ers’ and teacher educators’ opinions of whether digital competence is emphasised in teacher education programmes in Norway. While nearly 70% of teacher educators *Corresponding author. Email: [email protected] © 2015 Association for Teacher Education in Europe 78 E. Instefjord and E. Munthe believe that students acquire relevant digital competence through the programme, less than half of the pre-service teachers report that their education has taught them how to use technology in the classroom (Wilhelmsen et al. 2009). Against this back- drop it is of great significance to explore further how teacher education aims to pre- pare pre-service teachers to use technology in their future classrooms. The case in this study is Norway, where a teacher education reform for the 4-year programmes to qualify for teaching in the compulsory school years (grades 1–10) has been implemented since 2010. The reform is based on the government’s suggestions in a White Paper on Teacher Education ‘The teacher – the role and the education’ (Min- istry of Education and Research 2009). The White Paper emphasises competence in school subjects and how subjects may contribute to the learning of basic skills as one of fundamental areas of competence essential for all teachers. This involves the development of new learning outcomes for pre-service teachers, both at the pro- gramme level and at the subject level. A teacher education reform introduced in 2010 can also be expected to address questions of digital competence to a greater extent than previous reforms considering the emphasis placed on digital competence in primary and secondary school. The research question addressed in this article is: which knowledge areas of digital competence are addressed in national and local curriculum documents, and how? Conceptual framework In autumn 2006, ‘The Knowledge Promotion Reform’, a curriculum reform for pri- mary and secondary education, was introduced in Norway. In the reform, five basic skills that were to be integrated and adapted to all subjects were highlighted: the ability to express oneself orally, the ability to read, numeracy, the ability to express oneself in writing and the ability to use digital tools. Thus, since 2006 the use of digital tools has been an important component of all levels of education for both stu- dents and teachers in Norway. At the same time, digital competence was acknowl- edged and recommended as one of the eight key competences for lifelong learning for all citizens of the European Union (European Commission 2006). Since then, a number of attempts have been made towards developing a common understanding of the notion digital competence, and in a recent report from the Joint Research Centre of the European Commission the following definition is suggested: Digital Competence is the set of knowledge, skills, attitudes, abilities, strategies and Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 awareness that are required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autono- mously, flexibly, ethically, reflectively for work, leisure, participation, learning and socialising. (Ferrari 2012, 30) The definition illustrates the complexity of the concept by indicating that digital competence involves far more than technical skills. This same complexity can be recognised in the numerous attempts to identify what kind of competence teachers need in order to help students develop a digital competence that is in line with the above definition. Teachers’ digital competence is distinguished from other technol- ogy users based on their focus on education and instruction, in addition to everyday digital competence in using technology for personal purposes such as e-mail, social communication and entertainment (Krumsvik 2008). European Journal of Teacher Education 79 Zhao, Pugh, Sheldon and Byers maintain that in order to integrate technology successfully in the classroom, three knowledge areas associated with teachers’ digi- tal competence are necessary: technology proficiency, pedagogical compatibility and social awareness (Zhao et al. 2002). Similarly, Mishra and Koehler argue that thoughtful pedagogical use of technology requires the development of a complex, situated form of knowledge (Mishra and Koehler 2006). Based on the assumption that technology integration should be related to specific subject areas, they added technology as a key component to Shulman’s pedagogical content knowledge frame- work (Shulman 1986, 1987). In their framework, three interdependent components of teacher knowledge are incorporated: content knowledge, pedagogical knowledge and technological knowledge (Koehler and Punya 2008). In the interactions among these bodies of knowledge, four other types of knowledge are constructed: techno- logical content knowledge, technological pedagogical knowledge, pedagogical con- tent knowledge and, finally, technological pedagogical content knowledge (TPACK) (Harris, Mishra, and Koehler, 2009). All these knowledge areas represent important competences for teachers. Never- theless, the TPACK framework has been criticised for having unclear boundaries (Angeli and Valanides 2009) and lack of understanding amongst the knowledge areas (Chai et al. 2011). Due to the complexity, the TPACK framework can therefore appear to be less accessible in the discussion of the content of teachers’ digital com- petence. However, as we will discuss in the following sections, when seen within the borders of Zhao, Pugh, Sheldon and Byers’ framework, the knowledge areas become more accessible and can thus contribute to a better understanding of the content of teachers’ digital competence. In Norway, Krumsvik (2008) digital competence model is commonly used to describe the content of teachers’ digital competence and may thus help situate the research to a Norwegian context. However, neither this model can alone provide an adequate level of detail to fully analyse which knowledge areas of digital compe- tence is addressed in curriculum documents. Thus, a combination of all three may contribute to producing a clearer lens for studying the integration of digital compe- tence in teacher education. In Figure 1, the concepts are referred to in relation to the overarching concept ‘Teachers’ digital competence’. While the TPACK framework and Krumsvik’s digital competence model share some common ideas about the development of teachers’ digital competence, Zhao et al. (2002) view of teacher as innovator presents some new aspects to the integration of technology in the class- Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 room that are not included to the same extent in the other models. The view of teachers’ digital competence is broadened by including the realisation of school realities student teachers are likely to encounter in their future work environments (Zhao et al. 2002; Martinovic and Zhang 2012). In the following sections a further presentation of the concepts will be provided. Technology proficiency, the first area of knowledge conceptualised by Zhao et al. (2002) involves not merely technical skills in terms of knowledge of how to operate the technology; it also involves an understanding of the enabling conditions of a technology. These conditions are necessary in order to use a specific technology for teaching. As such, technology proficiency incorporates two of the components from the TPACK-framework: technological knowledge and technological content knowledge. Succinctly, technological knowledge can be understood as having knowledge about basic hardware or being able to use standard software effectively in everyday life; and technological content knowledge deals with the relationship 80 E. Instefjord and E. Munthe Figure 1. Teachers’ digital competence. between content and technology and how the content can be altered by the application of technology (Harris, Mishra, and Koehler 2009). This knowledge is similar to the area of knowledge that Krumsvik (2008) refers to as basic ICT skills in his digital competence model. Basic ICT skills are conceptualised as having Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 knowledge about standard digital tools and how these tools can be used in school and in society in general. In this article technology proficiency is understood as teachers’ technical competence and confidence in respect to using technology. This understanding is in line with Ferraris’ (Ferrari 2012)definition of digital compe- tence, but is expanded to also include the teacher perspective. For pre-service teach- ers, technology proficiency will constitute a key competence for their own learning during teacher training as well as an essential component of the professional teacher competence that they are to acquire through teacher training. The second area of digital competence in Zhao et al. (2002) framework is referred to as teachers’ pedagogical compatibility. The concept embraces technologi- cal pedagogical knowledge and technological pedagogical content knowledge from the TPACK-framework, and Krumsvik’s notions of didactic ICT competence learn- ing strategies and digital bildung. It is within this area of knowledge the influence from Shulman’s framework (Shulman, 1986) is most easily recognised. Koehler and European Journal of Teacher Education 81 Mishra (2009) describe technological pedagogical knowledge as knowledge of existence, affordances and constraints of various technologies, and how technology is related to pedagogical designs and strategies. Technological pedagogical content knowledge is understood as the knowledge required for integrating technology in any content area (Koehler and Mishra 2009). Shulman’s concept of pedagogical content knowledge (Shulman 1987) can also be recognised in Krumsvik’s notion of didactic ICT competence. Teachers’ ability to support students in their development of productive learning strategies in relation to the use of technology is also seen as an essential area of teachers’ digital compe- tence. These strategies are interdisciplinary, focusing on pupils’ meta-cognitive skills and how technology may be employed as a tool for learning (Krumsvik 2008). The last component of the digital competence model, digital bildung, is described as an intersection between basic ICT skills, didactic ICT competence and strategies, focus- ing on how the teacher should attain a meta-perspective on these components in order to help students move from digital natives (Prensky 2001)todigital citizens (Ribble 2009). Ribble defines digital citizenship as ‘the norms of behaviour in regard to technology use’ (Ribble 2009, 251). In an educational context, knowledge of these norms, such as critical use of sources, ethical awareness and netiquette, is essential for learning, sharing and interacting with technology. While the TPACK-framework is criticised for not taking teachers’ epistemic beliefs and values about teaching and learning into consideration (Angeli and Valanides 2009) pedagogical compatibility encompasses the compatibility between the teacher’s pedagogical knowledge and beliefs, content knowledge and technology. Teachers who are aware of their own pedagogical beliefs and consciously use tech- nology that is compatible with their beliefs are found to be more likely to succeed with implementing technology in the classroom. (Zhao et al. 2002; Ertmer 2005). In this article pedagogical compatibility is conceptualised as teachers’ understanding and awareness of how technology can contribute to achieving the classroom curricu- lum goals. By increasing teachers’ digital competence through a mental competence journey (Krumsvik 2008), they become more aware of the possibilities provided by technology and may thus develop the necessary competence in order to integrate technology efficiently in their teaching (Christensen 2002; Krumsvik 2008; Agyei and Voogt 2011). Seen from a teacher education perspective this underlines the necessity of providing pre-service teachers with both technical competence and awareness in order to move away from the technical aspects of technology towards Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 a better understanding of technology as an educational resource. The third area of knowledge associated with teachers’ digital competence is social awareness, focusing on the impact of teachers’ understanding of and ability to negotiate social aspects of the school culture. First, when using digital tools in the classroom, teachers often encounter technical difficulties beyond the teachers’ control. Knowledge about social dynamics and, for instance, whom to contact for technical or administrative support, is therefore helpful for successful technology integration. Secondly, technology-based projects may open traditionally private classroom activities to more public arenas and expose students to environments outside the classroom. A social aware teacher will, according to Zhao et al. (2002), be better qualified to foresee potential problems in relation to the use of technology, and is thus more likely to attain successful technology integration. Similar emphasis on understanding the social aspects of the school culture is found neither in the TPACK-framework nor the digital competence model. Therefore, his concept is 82 E. Instefjord and E. Munthe understood solely as described by Zhao et al. (2002). None the less, the significance of understanding social aspects surrounding the teacher and the actual classroom where technology is to be integrated should not be underestimated. Methods Considering the emphasis placed on digital competence globally and the increased amount of research to base the construction of learning outcomes on, a teacher education reform introduced in 2010 can be expected to address questions of digital competence to a greater extent than previous reforms. This study has therefore investigated the following research question: which knowledge areas of digital competence are addressed in national and local curriculum documents, and how? In order to answer this question, curriculum documents for teacher education institutions in Norway have been analysed. Curriculum documents are the ‘official statement of what students are expected to know and be able to do’ (Levin 2008, 8). Goodlad, Klein, and Tye (1979) have identified five levels of curriculum develop- ment: an ideological curriculum level, a formal curriculum level, a perceived cur- riculum level, an operational curriculum level and, finally, an experiential curriculum level. The five levels describe the journey from ideological curriculum ideas (ideal and formal curriculum) towards actual realisation in the classroom by teachers (perceived and operational) and students (experiential). Only the second level, the formal curriculum, is discussed in this article. In order to understand the background for what is actualised in the classroom, it is significant to draw attention towards this level. Neither students’ experiences nor ideological curriculum ideas can give us this information, and written curriculum documents are therefore an important source of information in the search for a deeper understanding of the extent of technology integration in teacher education. Data collection Data consist of national curriculum regulations, national guidelines and local pro- gramme descriptions from 19 out of 20 institutions providing teacher education in Norway in 2010. Due to language barriers programme descriptions from the Sámi University College were not included. The programme descriptions were all col- fi Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 lected during autumn 2010, the rst semester of the new teacher education reform. General descriptions, along with the subject specific descriptions for Pedagogy and Pupil-related Skills, which is compulsory for students in both steams, and Norwe- gian and mathematics, which are compulsory for grades 1–7, were included. The curriculum documents included in the analysis are as follows: • National curriculum documents o National curriculum regulations, established by the Ministry of Education and Research 01.03. 2010 (6 pages). o National guidelines: (a) 1–7: general provisions, subject specific descriptions for Norwegian, Pedagogy and Pupil-related Skills and mathematics. (b) 5–10: general provisions. • Local curriculum documents European Journal of Teacher Education 83 o Institutions’ programme descriptions (N = 19) (a) 1–7: general provisions, subject specific descriptions for Norwegian, Pedagogy and Pupil-related Skills and mathematics. (b) 5–10: general provisions. The national curriculum documents provide a background for the local curricu- lum documents. In this analysis emphasis has been placed on the local programme descriptions as these are the formal curriculum that constitutes the binding agree- ment between institutions and their students. Qualitative content analysis Qualitative content analysis was used for analysing the curriculum documents. Krippendorff defines content analysis as a ‘research technique for making replicable and valid inferences from texts (or other meaningful matter) to the contexts of their use’ (Krippendorff 2004, 18). The analysis was carried out following Zhang and Wildemuth’s eight steps for conducting qualitative content analysis; (1) prepare the data, (2) define the unit of analysis, (3) develop categories and a coding scheme, (4) test your coding scheme on a sample of text, (5) code all text, (6) assess your coding consistency, (7) draw conclusions from the coded data, and (8) report your methods and findings (Zhang and Wildemuth 2009,3–5). After preparing the data, the unit of analysis was defined by closely reading the curriculum documents several times. During the first reading, all mentions of basic skills, digital tools, technology and ICT were highlighted. This reading also provided an overview of the structural variations of the documents included. In the second reading, the highlighted sentences were extracted and systematised according to the categories introduction, knowledge, skills, general competence and other. The cate- gories knowledge, skills and general competence were defined on the basis of the National Qualifications Framework and were used in the programme descriptions to specify learning outcome. The categories introduction and other were developed as organisational categories for content not related to learning outcome, and embraced for instance educational methods, structure and form of instruction. In the next step of the analysis, the excerpts were encoded according to the three knowledge areas technology proficiency, pedagogical compatibility and social awareness (Figure 1). Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 Results In the analysis of the national curriculum documents, few examples of technology proficiency, pedagogical compatibility and social awareness were found. The results are summarised in Table 1. As illustrated, all three knowledge areas have been identified in the national cur- riculum documents included. While the national curriculum regulation contains no examples of technology proficiency, use of digital tools as a basic skill is empha- sised in the national guidelines as one of several responsibilities that the institutions should pay particular attention to. Two occurrences of basic skills are found in the general provisions of the national guidelines – one that can be related to technology proficiency and one that is associated with pedagogical compatibility. Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 Table 1. Digital competence in national curriculum documents. 84 National guidelines – National curriculum National guidelines – pedagogy and pupil- National guidelines – National guidelines – Munthe E. and Instefjord E. regulations general provisions related skills Mathematics Norwegian Technology Basic skills: the basic The student has The student has They should learn to proficiency skills – being able to knowledge about use of knowledge about how to work with the basic skills express oneself orally and digital tools (Ministry of express himself orally, in expressing themselves in writing, being able to Education and Research reading, how to express orally, reading, read, numeracy, and being 2010c, 17, Ministry of himself in writing, and expressing themselves in able to use digital tools – Education and Research can use digital tools in writing, numeracy and are both a prerequisite for 2010d, 17) (our mathematics (Ministry of using digital tools in the developing academic translation) Education and Research Norwegian subject, and knowledge and part of the 2010c, 34) (our across subjects (Ministry academic competence in translation) of Education and all subjects (Ministry of Research 2010c, 29) (our Education and Research translation) 2010b,6) The student can use digital tools in the subject and can create and evaluate digital multimodal texts (Ministry of Education and Research 2010c, 30) (our translation) Pedagogical Ensure progression in the Basic skills: the basic The student can evaluate The student can evaluate compatibility instruction of the basic skills – being able to learning resources and different kinds of subject skills adapted to pupils express oneself orally and reflect on didactic specific learning (Ministry of Education in writing, being able to possibilities with the use resources on the basis of and Research 2010a,2) read, numeracy, and being of ICT (Ministry of given criteria with able to use digital tools – Education and Research regards to pupils’ are both a prerequisite for 2010c, 17, Ministry of learning outcome developing academic Education and Research (Ministry of Education knowledge and part of the 2010d, 17) (our and Research 2010c, 30) academic competence in translation) (our translation) (Continued) Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 Table 1. (Continued). National guidelines – National curriculum National guidelines – pedagogy and pupil- National guidelines – National guidelines – regulations general provisions related skills Mathematics Norwegian all subjects. Each subject is responsible for the students acquiring knowledge about how they can help the pupils develop their basic skills in the subject. Pedagogy and Pupil-related Skills is to make it possible for the students to acquire a theoretic superstructure related to basic skills as a Education Teacher of Journal European prerequisite for working with these in different subjects (Ministry of Education and Research 2010b,6) Social The candidate awareness understands the social perspectives linked to developments within technology and media (safe use, protection of privacy, freedom of expression) and can help children and young people develop a reflective attitude to digital arenas (Ministry of Education and 85 Research 2010a,3) 86 E. Instefjord and E. Munthe None of the knowledge types are identified in all curriculum documents. Pedagogical compatibility is the knowledge type that is emphasised in most of the documents, while social awareness is found in only one of the curriculum docu- ments included, in the description of learning outcome for candidates of both streams in the national curriculum regulations. Digital competence in the local curriculum documents Teacher education institutions have developed their programme descriptions on the basis of the national curriculum documents. Therefore, some of the formulations pre- sented in Table 1 are found in the general provisions of most of the 19 programme descriptions. There are, however, some institutions that have chosen not to include the formulations specified above, and some who have provided more thorough descriptions of the desired learning outcome for pre-service teachers with regards to technology proficiency, pedagogical compatibility and social awareness. In the following sections, examples from local curriculum documents will be presented. Technology proficiency There are rather few examples of technology proficiency found in the institutions’ programme descriptions beyond what is specified in the national curriculum docu- ments. There are, however, some institutions that emphasise the use of technology as a resource for student learning: Students should develop personal skills in using ICT and meet a broad repertoire of working methods in the education. They should communicate through various media and use ICT in an adequate manner on their way to digital competence. (Institution 1, our translation) A similar statement is found in the general provisions of another institution: ‘candidates should be able to master the use of digital systems through the produc- tion, presentation, searching and sharing of digital information’ (Institution 9, our translation). In both examples, attention is drawn towards the development of personal ICT skills, focusing on how use of digital tools can contribute to develop- ing technology proficiency. Further, development of personal digital skills is pro- posed as a means towards becoming a confident technology user both in the classroom and in society in general: Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 Moreover, the education should contribute to developing students’ digital skills, in order for them to be able to use ICT as teachers in a safe, familiar and creative way, and to be full participants in society. (Institution 9, our translation) This sentence is related to development of both technology proficiency and peda- gogical compatibility, and could therefore be placed in both categories. The first and the third clause of the sentence refers to the students’ basic skills, his or her technol- ogy proficiency, while the middle clause may be related to the didactic digital com- petence the student requires as a teacher, his or her pedagogical compatibility. Together the three clauses of the sentence describe a competence needed in order to integrate digital tools successfully in the classroom. In order to help students acquire this competence, some institutions have chosen to provide introductory educational technology courses or methods courses in which technology is integrated. In line European Journal of Teacher Education 87 with this, one institution (Institution 19) distinguishes itself clearly from the others with their thorough description of the technology course provided for all students. Use of digital tools is given as a compulsory course that should be taken during the first 2 years of study. Through working with a number of assignments, students are trained in using standard software as well as more specialised pedagogical resources such as interactive whiteboards and learning management systems. Thus, the respon- sibility for development of technology proficiency is primarily placed outside the individual subjects. Nonetheless, examples of technology proficiency can also be found in the subject descriptions for the other subjects included in the analysis. In the description of content, structure and educational methods in Pedagogy and Pupil-related Skills for students in both streams at the same institution, use of digital tools in terms of technology proficiency is emphasised: Use of digital tools, seminars, dialogue and guidance are common work methods. The training should raise students’ consciousness of possibilities and limitations with the use of digital media. (Institution 19, our translation) Related formulations can also be found for Norwegian and mathematics, all in connection with structure and educational methods. Similarly, at Institution 5, being able to use ICT as a personal tool through the course is emphasised as part of the learning process in the subject description for Norwegian for grades 1–7. Further, students are expected to ‘acquire knowledge about use of ICT in primary school’ (Institution 5, our translation). In the same way, Institution 9 highlights among other things the use of digital learning resources and digital reading strategies in Norwe- gian language learning as part of the course content in the second year of study. The same can be seen in subject descriptions for mathematics. Several of the institutions specify that digital tools should be used during the course, but only one institution embraces use of digital tools in terms of technology proficiency in the learning out- come; after completing the first level of mathematics at Institution 5, students are also expected to have knowledge about how to use digital tools both in the subject and as part of the training, and have ‘knowledge of and experience with different learning resources, both digital and other, and be aware of possibilities and limita- tions of such resources’ (Institution 5, our translation). Apart from this, however, use of digital tools in terms of technology proficiency is not emphasised as part of the learning outcome for mathematics. Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 Pedagogical compatibility As shown in the previous section, there are few examples of technology proficiency in the institutions’ programme descriptions when it comes to expected learning out- come. There is a tendency for institutions that emphasise technology proficiency to see this as a basis for developing pedagogical compatibility. The following excerpt is an example of this: A primary school teacher should ensure the pupils’ development in the five basic skills: reading, writing, numeracy, digital skills and to express themselves orally. On the way there, students must work on their own skills through the mandatory and selected subjects. (Institution 1, ITE1–7, our translation) This example illustrates use of technology throughout the teacher education pro- gramme with the intention to help students become confident in integrating digital 88 E. Instefjord and E. Munthe tools in their pedagogical practise. Another approach to understanding pedagogical compatibility is reflected in four local curriculum documents. Institution 16 defines digital competence as follows: Digital competence in teacher education involves developing a good educational and didactic ICT judgment; candidates will become digitally conscious and competent par- ticipants who are able to assess the appropriate use of digital tools in learning and teaching. (Institution 16, our translation) Here we see an emphasis on didactical judgement and how digital competence can enable participation and enable future teachers to choose appropriate tools. The programme description from this institution does not, however, say anything about how this kind of competence should be acquired. Institution 10, on the other hand, gives the following description of how development of digital competence is attended to: As a teacher, one must be able to consider, initiate and lead the work with ICT and learning. Digital tools are used in the planning, implementation and evaluation of teaching assignments in the programme in the same manner as is expected of teachers in primary schools. A didactic understanding of how ICT can be used as support in learning situations should be developed. ICT-training is integrated into the various sub- ject descriptions, and ICT is related to the work requirements and exams in subjects and practical training. Digital competence is concretised and established in a separate plan for digital literacy and also integrated into the subject descriptions. (Institution 10, our translation) One of the teacher education institutions highlights having ‘didactic competence in all subjects and being able to evaluate adequate use of digital tools’ (Institution 5, our translation) as an important general competence learning outcome for students on grades 1–7. Use of digital tools is thus seen in relation with general didactic competence, and is not related to any specific discipline or subject area. In the subject specific descriptions on the other hand, there are examples of use of technol- ogy. Institution 9 expects students to work with ‘development of pupils’ reading skills with emphasis on comprehension and reading strategies in working with academic texts and textbook texts on paper and screen’ (Institution 9, Norwegian 1–7, our translation). This draws on students’ pedagogical compatibility in order to help pupils develop good reading strategies in digital arenas. Similar formulations can be found in the content descriptions of a few other institutions. It is, however, worth noticing that the formulations are found in the section describing educational Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 methods, structure and form of instruction in the subject, and not reflected in the formulation of learning outcome after completing the subject. Similarly, the same can be seen in subject descriptions for mathematics and Pedagogy and Pupil-related Skills. Social awareness Knowledge of the organisational and social culture of school in relation to integration of technology is not emphasised in the programme descriptions of tea- cher education programmes, neither in the general descriptions nor in the subject specific programme descriptions. The only incidence of this found in the institu- tions’ programme descriptions is the example identified in the national curriculum regulations. European Journal of Teacher Education 89 Discussion and implications The results indicate that although digital competence is emphasised as a basic skill for students at all levels, there is still little evidence of technology integration in cur- riculum documents for teacher education programmes. Use of digital tools does not seem to have a prominent position in the general programme descriptions or in sub- ject specific descriptions. Moreover, the results of the analyses show that the use of digital tools is primarily mentioned in the curriculum documents in relation to struc- ture and working methods for pre-service teachers and only infrequently found as part of the intended learning outcome. Which knowledge areas of digital competence are addressed in national and local curriculum documents, and how? Integration of technology across the curriculum is still highly limited. The analyses have not found great differences in how institutions emphasise the three knowledge areas that constitute digital competence. Nevertheless, there are some important issues concerning knowledge areas of digital competence that will be addressed. First results indicate an emphasis on pedagogical compatibility compared to other knowledge areas of digital competence. This type of knowledge is in line with recommendations from research literature (Angeli and Valanides 2009; Chai et al. 2011). Second, the analysis reveals that technology does play a slightly stronger role in some subjects than in others. There are for instance more examples of technology proficiency found in the subject description of Norwegian and Pedagogy and Pupil- related Skills than in the subject descriptions for mathematics. On the other hand, subject specific variations are not similarly clear for pedagogical compatibility. Sev- eral examples of pedagogical compatibility are identified for all subjects included in the analysis, suggesting that this type of knowledge has been devoted equal attention across subjects. Thus, the results do not provide enough evidence to claim that some subjects have assumed more responsibility for integration of technology than others or to conclude that technology is more integrated in one subject than in another. As suggested by Zhao et al. (2002), future teachers should be made aware of school realities in order to prepare them to integrate technology successfully in their teaching. The lack of examples of social awareness found in curriculum documents is therefore concerning. The findings suggest that teacher education programmes are not fully aware of their responsibility in this regard. There is also no evidence in the Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 local curriculum documents to suggest that students encounter this kind of expertise during teaching practice. Knowing the current situation in schools in terms of miss- ing infrastructure or technological support, pre-service teachers should be made aware of the social conditions and technological support that exists in schools (Martinovic and Zhang 2012). Teacher educators should therefore strive to integrate this knowledge area in the teacher education curricula. Together the three knowledge areas of digital competence constitute a compe- tence that embraces not only how to use technology and how to apply technology to specific content areas for teaching, but also an understanding of social aspects of school realities. Individually each of the three also stands for a different kind of knowledge that demands for different approaches in terms of teaching methods and strategies (Angeli and Valanides 2009). The chosen strategies for integration of tech- nology in teacher training programmes may thus reflect what kind of knowledge is 90 E. Instefjord and E. Munthe emphasised by the individual institutions. A relevant question in this context is which content and delivery methods are best suited for preparing pre-service teach- ers to integrate technology in their future classrooms (Tondeur et al. 2011)? The results suggest that there are notable differences between the strategies institutions had chosen for integrating technology. While most institutions had chosen to look at integration of technology as a joint responsibility for all subjects, one institution also provided an educational technology course in order to give pre-service teachers a technical foundation for their pedagogical use of ICT. Through this course, students experienced using digital tools such as word processing, spreadsheets and presenta- tion software. Technology proficiency can in this way be easily acquired, but in view of the fact that the content of the assignments are not related to any subject specific content, assignments appear disconnected from subject specific content. As stated by Koehler and Punya (2008), teaching technology skills alone does little to help teachers develop a deeper knowledge of how to effectively integrate tech- nology in classroom activities in order to improve student learning. Accordingly, the majority of these assignments are related to development of pre-service teachers’ tech- nology proficiency while only a minority can be associated with pedagogical compati- bility and none of them are related to social awareness. According to the findings here, students are expected to build up necessary technology proficiency through working with assignments and participating in lectures, seminars and other learning arenas. Such an approach implicitly draws on students’ ability to transfer their own experiences during teacher training to their future classrooms. In other words, it becomes the students’ own responsibility to convert technology proficiency into peda- gogical compatibility. Previous research indicates that isolated technical proficiency is not sufficient for providing new teaching opportunities (Haugerud 2011). More atten- tion should therefore be directed towards development of pedagogical compatibility. Conclusions Results indicate that use of technology does not have a prominent position in the curriculum documents. Pedagogical compatibility is given slightly more attention than technology proficiency, but there are few intended learning outcomes for the integration of technology. This may reflect that being able to use and integrate digi- tal tools successfully is not yet regarded as an important component of teachers’ pro- fessional competence. fi Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 All of these ndings imply that the implementation and integration of digital tools in teacher education is more complex, constrained and compromised than descriptions in the national curriculum would suggest. Digital competence is a com- plex competence that consists of a number of knowledge areas. It is not sufficient to teach students how to use technology. Future teachers also need to learn how this technology can be used in their teaching to facilitate new possibilities for teaching and learning to contribute to promoting new learning strategies. In order to educate teachers who are better prepared to integrate technology in their future classrooms, teacher education institutions need to develop an awareness of which areas of knowledge they integrate into their curricula, what the goal of this particular knowl- edge is and which strategies are best suited to help pre-service teachers acquire this knowledge. This article may contribute to increasing such awareness, while simulta- neously providing a tool for clarifying the content of the concept ‘Teachers’ digital competence’. European Journal of Teacher Education 91 Limitations of the study and directions for future research Although the case in this study is Norway, we believe that our findings are relevant across borders due to the international call for answers to the questions addressed. However, programme descriptions primarily reflect the intentional situation rather than the actual use of digital tools within teaching and learning. It still remains unclear whether the lack of technology integration found at the formal curriculum level is also reflected on the perceived, operational and experiential curriculum levels (Goodlad, Klein, and Tye, 1979). Given that document analysis will not pro- vide sufficient understanding of issues related to the other levels on which the cur- riculum is developed, representing the actual situation in teacher education, these issues call for a different approach. Therefore, it would be of interest to study how pre-service teachers and teacher educators perceive the emphasis on use of digital tools and development of digital competence in teacher education. Disclosure statement No potential conflict of interest was reported by the authors. Notes on contributors Elen Instefjord is an assistant professor at Stord/Haugesund University College, Norway. She teaches a range of modules in a masters’ programme in ICT in learning, and is currently working on her PhD in Educational Sciences at the Faculty of Arts and Education, University of Stavanger. In her PhD project, she focuses on digital competence in teacher education. Elaine Munthe is Professor of Education and Dean of the Faculty of Arts and Education, University of Stavanger, Norway. She is currently Chair of ‘Research and innovation in Education’, a program within the Norwegian Research Council. Her research is mainly on teachers’ work and teacher education. References Agyei, Douglas D., and Joke M. Voogt. 2011. “Exploring the Potential of the Will, Skill, Toolmodel in Ghana: Predicting Prospective and Practicing Teachers’ Use of Technol- ogy.” Computers & Education 56 (1): 91–100. 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[ICT in Teacher Education.towards a Professional Digital Competence?] Tromsø: NIFU Nordic Institute for Studies in Innova- tion, Research and Education. Tondeur, Jo, Johan van Braak, Guoyuan Sang, Joke Voogt, Petra Fisser, and Anne Ottenbreit-Leftwich. 2011. “Preparing Pre-service Teachers to Integrate Technology in Education: A Synthesis of Qualitative Evidence.” Computers & Education 59 (1): 134–144. Wilhelmsen, Janne, Hilde Ørnes, Tove Kristiansen, and Jens Breivik. 2009. Digitale Utfordringer I Høyere Utdanning. Norgesuniversitetets IKT-Monitor [Digital Challenges in Higher Education. NOU’s ICT Monitor]. Tromsø: Norway Opening Universities. Zhang, Yan, and Barbara M. Wildemuth. 2009. “Qualitative Analysis of Content.” In Applications of Social Research Methods to Questions in Information and Library Science, edited by Barbara M. Wildemuth, 308–319. Westport, CT: Libraries Unlimited. Zhao, Yong, Kevin Pugh, Stephen Sheldon, and Joe L. Byers. 2002. “Conditions for Classroom Technology Innovations.” Teachers College Record 104 (3): 482–515. Downloaded by [Høgskulen på Vestlandet] at 11:35 26 August 2017 Article II Appropriation of Digital Competence in 4 NORDIC JOURNAL OF 2014 DIGITAL LITERACY Teacher Education SPECIAL ISSUE 9. ÅRGANG Elen Instefjord PhD-candidate, University of Stavanger / Assistant Professor, Stord/Haugesund University College, Norway [email protected] © Universitetsforlaget Nordic Journal of Digital Literacy, vol. 9, Nr. 4-2014 s. 313–329 ABSTRACT ISSN Online: 1891-943X The aim of the article is to explore opportunities for appropriation of digital competence in teacher education. Digital competence is knowledge, skills and PEER REVIEWED ARTICLE attitudes required in order to use technology critically and reflectively in the process of building new knowledge. According to Wertsch learning to use a cultural artefact is characterized by two processes: mastery and appropriation. The article reports from a case study of two teacher education institutions. Findings indicate that the same challenges are found in both institutions: the conflict between mastery and appropriation, and between personal and educational use of technology, and the resistance towards technology among some teacher educators. The results signify that in order to create opportunities for appropriation of digital competence and encourage use of technology as part of pre-service teachers’ professional didactic competence, technology should be better integrated as pedagogical tools for teaching and learning in all subjects in the teacher education programmes. Keywords teacher education, technology, digital competence, appropriation INTRODUCTION Over the last two decades, considerable time and money have been invested in integration and use of technology at all levels of education, and a number of large reforms have swept through the Norwegian education system (Lund & Hauge, 2011). However, in spite of the investments and the ever increasing availability of technology in schools (Egeberg, Guðmundsdóttir, Hatlevik, Ottestad, Skaug, & Tømte, 2012), there still appears to be a gap between the technology available in classrooms and teachers’ use of this technology for educational purposes (Kopcha, 2012; ten Brummelhuis & Kuiper, 2008; Petko, 2012; Zhao, Pugh, Sheldon, & Byers, 2002). Studies have revealed that many teachers do not integrate technology effectively into their classroom activities (Ertmer, Ottenbreit-Leftwich, Sadik, Sendurur, & Sendurur, 2012; Harris, This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. 314 APPROPRIATION OF DIGITAL COMPETENCE IN TEACHER EDUCATION | ELEN INSTEFJORD Mishra, & Koehler, 2009) and that minimal pedagogical change can be identi- fied (Somekh, 2008). Research has also indicated that pre-service teachers’ experience with technol- ogy from teacher education programmes influences how they later choose to use technology in their teaching (Drent & Meelissen, 2008; Agyei & Voogt, 2011). Nevertheless, providing pre-service teachers with the necessary compe- tence in order to integrate technology in their future classrooms remains a chal- lenge for teacher education programmes worldwide. Teacher education pro- grammes are commonly criticized for their failure to provide pre-service teachers with the necessary experiences of how to utilize educational technol- ogies in a teaching practice (Chien, Chang, Yeh, & Chang, 2012) and for not focusing sufficiently on developing pre-service teachers’ digital competence (Wilhelmsen, Ørnes, Kristiansen, & Breivik, 2009). This is confirmed in a recent report from the Nordic Institute for Studies in Innovation, Research and Education, indicating that development of professional digital competence is consistently weakly rooted in the management of teacher education pro- grammes, and that most programmes lack a coherent approach to the develop- ment of such skills (Tømte, Kårstein, & Olsen, 2013). An analysis of the cur- riculum for teacher education in Norway indicates that digital competence is integrated to a limited extent in the curriculum documents and that there are variations between the different institutions in terms of technology integration (Instefjord & Munthe, 2014). Thus, there is a need to investigate further how teacher education programmes prepare pre-service teachers for using technol- ogy in their future classrooms. Against this backdrop we ask: What opportuni- ties for appropriation of digital competence does teacher education offer? In short, digital competence is knowledge, skills and attitudes required in order to use technology critically and reflectively in the process of building new knowledge. The focus of this article is directed towards teacher educators’ and pre-service teachers’ perceptions and descriptions of digital competence and how technology is being used and appropriated by teacher educators and pre- service teachers. THEORETICAL PERSPECTIVE In the Knowledge Promotion Reform, a curriculum reform for primary- and secondary education that was introduced in Norway in 2006, the ability to use digital tools was emphasized as one of five basic skills. This was recently fol- lowed up by a framework for basic skills, developed by the Norwegian Direc- torate for Education and Training in 2012, which highlights that developing digital skills means “learning to use digital tools, media and resources and learn to make use of them to acquire subject-related knowledge and express one’s own competence” (Norwegian Directorate for Education and Training, 2012, p. 12). Being able to use digital tools is now seen as a central competence at all levels of society, and a number of attempts have been made towards developing a common understanding of the notion digital competence. In a This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. © UNIVERSITETSFORLAGET | NORDIC JOURNAL OF DIGITAL LITERACY | VOL 9 | NR 4-2014 315 report from the European Commission, Ferrari (Ferrari, 2012) proposes the following definition: Digital competence is the set of knowledge, skills, attitudes (thus including abilities, strategies, values and awareness) that are required when using ICT and digital media to perform tasks; solve problems; communicate; manage information; collaborate; create and share content; and build knowledge effectively, efficiently, appropriately, critically, creatively, autonomously, flexibly, ethically, reflectively for work, leisure, participation, learning, socialising, consuming, and empowerment (Ferrari, 2012, pp. 3–4) The definition illustrates the complexity of the concept by indicating that being digitally competent involves far more than having technical skills. Technical skills and the ability to use specific tools are only two of many aspects of dig- ital competence. In this article digital competence refers to the wide range of competencies associated with the use of digital technologies. These technolo- gies include hardware and software used for educational as well as social and entertainment purposes, both in school and at home. The competence needed to make use of these technologies embraces technical, cognitive and social- emotional perspectives of learning with digital technologies (Ng, 2012). Pre- paring pre-service teachers for their future classrooms requires teacher educa- tion programmes that help students develop an understanding of this complex- ity, both in terms of technologies and competencies. However, digital competence for teachers is also about being able to use technology to promote student learning and contribute to building knowledge in all the ways the def- inition calls for. This requires a special expertise that differs from digital com- petence of other professional groups (Krumsvik, 2011). The specific focus in this article is therefore directed towards the development of digital competence as a tool for teaching and learning. Learning is seen in light of Somekh’s (2008) understanding of learning as a sit- uated process being mediated by the context of the classroom, school and larger society. The concept of mediation implies that individual’s interaction with objects in the world is mediated by cultural artefacts: signs, symbols and tools. By using various physical and intellectual tools, we are able to solve problems and master social situations in ways that would not have been possi- ble without the support of cultural artefacts. Artefacts carry with them a history of use and are altered, shaped and transformed when employed in activities (Säljö, 2000). In the process of learning how to use artefacts, Wertsch distin- guishes between the mastery of a cultural artefact and the appropriation of a cultural artefact. The first refers to knowing how to use an artefact, while the latter refers to “the process of taking something that belongs to others and make it one’s own” (Wertsch, 1998, p. 53). If we see learning and development as mastery and appropriation of cultural artefacts, these processes stand out as a sophisticated process of coordination between humans and cultural artefacts (Säljö, 2006). Learning begins with an initial contact with something that is not familiar to us. At this stage of the learning process we begin to try out a new This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. 316 APPROPRIATION OF DIGITAL COMPETENCE IN TEACHER EDUCATION | ELEN INSTEFJORD artefact and start to investigate the different aspects of how the artefact medi- ates, and we may require help from others who are more familiar with the arte- fact. In this way we meet cultural artefacts in specific contexts and may begin to see them as resources for particular types of activities. As we spend more time getting to know the artefact, we learn new ways to use it and we discover new functions that we did not recognize in the beginning. Through these proc- esses we learn to master the artefact in different contexts and it becomes so nat- ural for us to use it that it will eventually be a part of our identity; it becomes appropriated and we will no longer need help from others. Nevertheless, cultural artefacts are not always easily appropriated, and often a cultural artefact is mastered but not appropriated by the learner. Seen in light of Ferrari’s (2012) definition this may mean that aspects of digital competence, such as being able to use technology to communicate, could be mastered in a particular context such as for socializing with family and friends, but not appropriated by the learner to such an extent that he or she would choose to use it in an educational context to create and share content and build knowledge creatively. There may also be situations of appropriation without mastery, where both interest and motivation are strong, but understanding of how to use the cultural artefact is still lacking or unsophisticated (Polman, 2006). Thus, appropriation without mastery refers to “coming to value a practice, but not yet having the competency to carry it off” (Laffey, 2004, p. 377). According to Wertsch, an important aspect of appropriation is that it always involves some sort of resistance: “In such instances of mediated action, the agent may use a cultural tool but does so with a feeling of conflict or resist- ance” (Wertsch, 1998, p. 56). In operation, the cultural tool is not part of their identity and they may therefore choose to use it only in situations that demand compliance. DESIGN AND METHODS Selection The study was designed as a multiple-case study (Yin, 2009) with two cases. The cases were selected on the basis of an analysis of programme descriptions for primary and lower secondary teacher education programmes for years 1–7 and 5–10, respectively, from all teacher education institutions in Norway. In the programme description from the first institution no examples of technology integration were identified, while the second demonstrated multiple examples of technology integration. Thus, the cases illustrate potentially contrasting sit- uations in terms of emphasis on use of technology. The purpose of the study was to explore further the differences found at the curriculum level in order to gain a deeper understanding of how the use of technology in teacher education contributes to pre-service teachers’ appropriation of digital competence. This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. © UNIVERSITETSFORLAGET | NORDIC JOURNAL OF DIGITAL LITERACY | VOL 9 | NR 4-2014 317 Recruitment of teacher educators took place in three steps. First, written infor- mation about the project was sent to the Dean of each of the institutions in November 2011, inviting teachers to take part in the study. The Deans then for- warded the information to a selection of teachers. Thirdly, the researcher con- tacted these teachers and made arrangements directly with those who were willing to participate. A total of nine teacher educators agreed to participate in the study. Four teacher educators were female and five male. They taught a variety of subjects: Norwegian (2); mathematics (1); Pedagogy and Pupil- related Skills (4); Educational technology (1); and Physical Education (1). In order to get in touch with pre-service teachers and simultaneously gain some informal indications of how technology was used, the researcher participated in lectures at both institutions. Two full days of lectures were attended in each of the institutions together with pre-service teachers in their first and second year of teacher training during April 2012. In line with ethical standards for research, all pre-service teachers who attended these lectures received oral and written information about the purpose of the visit, and they were asked to indi- cate their willingness to participate in focus group interviews. A total of 14 stu- dents volunteered to participate. Data collection Data was collected in April 2012 through individual interviews with teacher educators and focus group interviews with pre-service teachers. Both types of interviews were conducted as semi-structured interviews (Kvale & Brink- mann, 2009) and were fully recorded. Teacher educators were asked about their perception of what constitutes the notion of digital competence and what they believed a teacher in their subject needed to know in order to be digitally competent. They were also asked about how and how much they used technol- ogy in their own teaching and how they would rate their own level of digital competence. The interviews lasted between 32 and 91 minutes. All interviews were conducted on the basis of the same semi-structured interview guide and thus the time spent on each interview was controlled by the interviewees. Focus group interviews were used to collect data from pre-service teachers. While group interviews are ideal for gathering many opinions from individuals within a group, focus group interviews are interactive and are particularly use- ful for understanding the collective perspective (Gibbs, 2012). Two focus group interviews were conducted in each of the cases. Two groups (one in each case) consisted of only two students, while the remaining two groups consisted of respectively six and four students. Nearly the same interview guide that was used in the individual interviews with teacher educators was used for the focus group interviews. However, in line with recommendations for moderation of focus group discussions (Gibbs, 2012), not all questions were covered and new areas of discussion were included as they arose from the group interaction. The focus group interviews lasted between 35 and 72 minutes. This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. 318 APPROPRIATION OF DIGITAL COMPETENCE IN TEACHER EDUCATION | ELEN INSTEFJORD Data analysis and presentation Interviews were fully transcribed in HyperTranscribe and analysed in Hyper- Research. Each interview was analysed by closely reading the transcripts sev- eral times. During the first reading, an overview of the data was achieved and broad categories focusing on initial patterns in the interviews were identified (Miles & Huberman, 1994). In the second reading, specific words and para- graphs that captured specific themes from the interview guide were high- lighted. As a result, three main categories were identified: self-perceived dig- ital competence level, use of technology for educational purposes, and reflection on digital competence for teachers. Each interview was then re- coded in light of these categories. In the next step of the analysis data from each case was assembled as a set and a descriptive case report was written for each case. These case reports are included in the findings section. While exam- ples of comments from the individual interviews are shown in the presentation, the data from the focus group interviews are presented without quotations from individuals. This is done to underline the collective perspective as the unit of analysis (Gibbs, 2012). In order to facilitate a cross-case analysis, an analytic approach based on the theoretical perspective presented earlier was developed. Wertsch (1998) argues that learning to use a cultural artefact is characterized by two processes: mastery and appropriation. These aspects of the learning process have been used to frame the discussion in this article with the purpose of understanding how digital competence and teacher identity develop in interaction with one another. RESULTS Results from each case are presented separately. Teacher educators have been given fictitious names, while pre-service teachers are primarily referred to as students. All quotations have been translated from Norwegian by the researcher. Case 1 Teacher educators Sarah, Chris, Ben and Karen work at a university college located in the eastern part of the country. Substantial investments and efforts have been made towards integration of technology, including providing lap- tops for all students in the teacher education programmes for primary and lower secondary education. The institution also provides a support system for students and faculty. The four teacher educators interviewed in this case repre- sent three different subjects (Pedagogy and Pupil-related Skills (Sarah and Ben), Educational technology (Chris), and Mathematics (Karen)). Chris and Ben rated their own level of digital competence and their interest in technology as being above average. They both had experience from different This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. © UNIVERSITETSFORLAGET | NORDIC JOURNAL OF DIGITAL LITERACY | VOL 9 | NR 4-2014 319 professions before they joined the university college. Ben did not have any for- mal technology training, but had previously run his own ICT-company and had worked as an ICT coordinator in an elementary school. Chris, a teacher in Edu- cational technology, was trained as a computer technician. He was the main teacher in an introductory course on educational technology and had strong opinions concerning the importance of integrating technology in teacher edu- cation. The two other teacher educators in case one, Sarah and Karen, both rated their digital competence as about average. Neither of them had any for- mal training in the use of technology, but they both felt quite confident about using technology. Karen, a Mathematics teacher, said: Some of my colleagues are a lot better than me, I am, it’s not the area that I know most about, but I do what I need to master it with my students” (Case1: Karen). Karen used technology regularly in lessons and had a clear educational ration- ale for her use of technology. When required to reflect on the technology she used in class, she commented: We use Excel, in several different areas, and then students learn to use Excel while they also see what this can be used for in school, and we also discuss what is good and what is not good about using spreadsheets. And we use GeoGebra, a programme that is very good for solving equations and working with functions, and for showing things in geometry. And then we have a discussion about why it is ok to use it in teaching and which benefits it provides pupils (Case1: Karen). Sarah was very enthusiastic about technology. She had recently introduced iPads as a new tool in Pedagogy- and pupil related skills, and she was utterly excited about all the new possibilities this tool could provide. Although her institution did not encourage it, she had also chosen to use Facebook both for communicating with her students and for educational purposes. According to her, all but one of her students were already on Facebook, and she therefore found Facebook to be a more efficient platform for communication. However, when being asked about what criteria guided her selection of apps or other learning resources, Sarah acknowledged that she did not always have an edu- cational rationale for her choices. All teacher educators reported that they used digital tools both for prepara- tions, in the office, at home, and in the classroom. They all used PowerPoint presentations regularly and most of them said they used PowerPoint in all lec- tures. Ben, however, believed that his students did not learn enough from look- ing at PowerPoint presentations and had therefore chosen to use other methods of delivery: I use digital tools, this is kind of a dilemma, because I use them a lot. But I use them a little differently than others. We try to provide exemplary teach- This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. 320 APPROPRIATION OF DIGITAL COMPETENCE IN TEACHER EDUCATION | ELEN INSTEFJORD ing, we hope we get there, but we cannot, because students have a certain expectation that we will have slides and have prints and have things they should write down, the way it has always been. And in a way I understand that, but we know that they forget the pictures very quickly. So I thought, what do we do about that, how do we give them experience with other methods than highlighted sentences on a screen? So, I thought I would do something different. And I chose to use illustrations instead. So I present an awful lot of pictures, animations, movies, stuff like that, and besides from that I am analogue, so I draw, I use my own drawings and scanner, and I simply draw on the blackboard (Case1: Ben). When being asked about what a teacher needed to be able to do or know in order to be digitally competent, a number of the teacher educators mentioned being able to use PowerPoint and social media. One teacher educator noted: They should at least be able to use PowerPoint or Prezi, and then they should master the use of e-mail. I think social media are also important. I don’t master Twitter, I don’t know why, but I think they should at least mas- ter one of them, either Facebook or Twitter (Case1: Sarah). The interviews also revealed that all the teacher educators saw use of interac- tive whiteboards as an important aspect of teachers’ digital competence. How- ever, Chris, the educational technology teacher, was the only one who knew how to use an interactive whiteboard, while Ben, Karen and Sarah all expressed concerns about their own lack of competence in this area. In Karen’s words: I haven’t learned to use a SMART Board well enough to use it in my teach- ing. I have taken a course, so I do know what it is about, and I’m planning to attend a course here on the 15th of May, but I have had so little time I haven’t had time to learn it properly (Case1: Karen). This comment aligns with the feedback students provided in the focus group discussions. The six students in the first group were second year students on the 1–7 programme, ranging between 20 and 35 years of age. On the whole, they rated their own level of digital competence as being fairly high. However, the students were clearly split on their views about how much they had learned about use of digital tools during the programme. Most of the students in the group were of the opinion that their digital competence had been acquired before they started the programme. One student was more positive than the rest. She had a particular interest in technology and rated her own digital com- petence level as being very high. This student said that the programme had contributed to increasing her competence level. The discussion revealed that the institution offered a compulsory, introductory course in educational tech- nology during the first year of the programme. However, a number of practical problems were pointed out about the introductory course. Students felt that the course was too detached from the rest of the subjects and that even though they This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. © UNIVERSITETSFORLAGET | NORDIC JOURNAL OF DIGITAL LITERACY | VOL 9 | NR 4-2014 321 had worked with the mandatory requirements during the first year, the compe- tence acquired during the course was already lost. The activities did not enable them to build connections between what they learned in the course and what they needed in their future teaching. Comments also suggested that they were critical as to how the technology course was organized. The course was taught in a large lecture theatre with many students present, and the lecturer was either the educational technology teacher or presenters representing external compa- nies such as SMART Technologies. According to the students there were too many students and too little time, a situation that made it difficult for them to receive necessary support if they encountered any technical problems. Instead of explaining how to solve technical problems, assistants would do the tasks for them. Due to the way this course was organized they did not have any prac- tical experience with, for instance, the use of interactive whiteboards, and they were therefore critical to the overall learning outcome of the course. The two students who took part in the second focus group discussion were gen- erally more positive about the introductory course. They were first year stu- dents on the 5–10 programme and the interview was conducted immediately after they had attended a full day’s course in the use of a SMART Board. They said they found the course interesting and that they had gained new compe- tence through attending the course. However, they noted that they would have learned more if the course provided an opportunity to experiment with the board instead of only watching the presenter. Although they both perceived their own level of digital competence to be more or less average, none of them had any previous experience with using an interactive whiteboard. Case 2 Teacher educators Tom, Peter, Lisa, David and Anna teach in the second teacher education institution located in the western part of the country. The five teacher educators represent three different subjects (Norwegian (Tom and Peter), Pedagogy and Pupil-related Skills (David and Anna), and Physical Education (Lisa)). Tom and Lisa both rated their own digital competence level as average, while David, a Pedagogy and Pupil-related Skills teacher, and Peter, a Norwegian teacher, rated their own digital competence as fairly high. They had both used technology for many years, both in personal situations and with their students, and one of them had participated in national projects related to the use of tech- nology in education. In the words of Peter: I'm not a technician myself, but I've always been interested in how to use it in a rational and meaningful way, but also in teacher training, including for example related to, uh, everything from digital portfolios […] to the use of digital whiteboards (Case2: Peter). This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. 322 APPROPRIATION OF DIGITAL COMPETENCE IN TEACHER EDUCATION | ELEN INSTEFJORD However, the last teacher educator in case two, Anna, a Pedagogy and Pupil- related Skills teacher, expressed serious concerns about both her own level of competence and the general level of digital competence at her university college: No, but the [digital] competence is in general too low, I think, but I think I'm among the very worst, most of the others are better than me (Case2: Anna). Comments also suggested that several of the teacher educators had attended theoretical introductory courses in how to use an interactive whiteboard but had no practical experience with the board. For this reason they did not feel confident using this technology in the classroom. One teacher educator said: “I have taken a course, but I have never used it. I don’t know how to use it” (Case2: Tom). Teacher educators were asked to explain how they understood the notion dig- ital competence and what they thought a teacher needed to know in order to be digitally competent in their subject. Several of the teacher educators indicated that this was a difficult question. One of them said: If you want me to define it that could be a little bit difficult because I haven’t even read the course book about digital competence. But I believe it means that you should be able to use technology and manage information and communicate through it. […] No, but all these new pages with Twitter, and all these places where children can go in and create their own pages, and how dangerous that is, that is something the teacher should talk about. And the ethical perspective and how girls can be offended through Face- book and all these new things. That is something I would have spent time on if I were a young teacher today. And that is what I tell my students (Case2: Anna) Tom argued that he did not see any big difference between the digital compe- tence needed in his subject, Norwegian, and other subjects: Yes, no, but I doubt that the subject Norwegian is so special in this regard. Digital competence in Norwegian, is that any different from digital compe- tence in religion or social science? But perhaps it’s a little different in math- ematics and physics where they need models and figures and those sorts of things (Case2: Tom). Peter, on the other hand, had a clear opinion of what teachers needed to know in order to be digitally competent. According to him, teachers needed basic competence in standard software, social media, learning platform and internet, as well as a strong didactic competence: […] they should have a minimum of awareness, and I believe they do, although they do not always manage to use it, but awareness of what is This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. © UNIVERSITETSFORLAGET | NORDIC JOURNAL OF DIGITAL LITERACY | VOL 9 | NR 4-2014 323 good ICT didactics, that is how you can use ICT in a didactic manner. When they use PowerPoint, as most teachers do, what is a good Power- Point, how can you use it properly? It can be used in many ways, depending on what the purpose of the PowerPoint is (Case2: Peter). As was found in the interviews in case one, all teacher educators in the second case reported that they used technology for preparations and in the classroom. Except for Lisa, the Physical Education teacher, they all reported that they used PowerPoint in nearly every lecture. Tom was concerned that the way Power- Point was used in the teacher education programmes did not serve as a good example of how their students should use technology in the classroom. He was worried about what he expressed as lack of connection between the instruc- tional strategies used by the teacher educators, and the relationship between the practices for which the students are prepared: It feels like I sit by that machine nearly all day. And that leads to, when I finish work and go home at night, I do not really want to turn on my com- puter in the evening. I simply think I use it so much, but I use it less in teaching, but maybe, yes, no, I will not say I use it too much, but too badly I’d rather say. […] You know, I think that when our students get out in the classroom during practical training they will soon understand that they can- not follow our example and give only one way lessons like we do here (Case 2: Tom). He followed up this comment by saying that he wished the students would acquire more practical skills for use in school. Comments in the focus groups indicated that this concern was also shared by the students. The students in the first focus group were first year students at the 1–7 programme, between 20 and 25 years old (two male, two female). They rated their own level of digital competence as being average for their age group. They mastered standard soft- ware, were able to search for information on the Internet, and used social media for personal purposes. The discussion revealed that students felt attend- ing lectures at the teacher education programme had not given them ideas for future teaching. In the preceding lecture they presented a multimodal text they had created by themselves. Nevertheless, when asked about what kind of dig- ital tools they had encountered in the teacher training programme, they said that they had not learned anything new about digital tools, and that digital tools were not used in the programme at all. The interviewer found this information surprising and the students were therefore asked to elaborate. The students then explained that they had “only” used PowerPoint, YouTube, Internet and Word. According to them, they did not see these tools as technology worth mentioning; these tools were simply tools that they used more or less every day as learners. The discussion also revealed that they were tired of PowerPoint being used in all lectures, and that, although they had enjoyed working with the assignment they had just presented, they did not see much value in accom- plishing it. This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. 324 APPROPRIATION OF DIGITAL COMPETENCE IN TEACHER EDUCATION | ELEN INSTEFJORD The two students (one male, one female) in the second group were students on the 5–10 programme and they were both 22 years old. These students shared the teacher educators’ view on interactive whiteboards. Comments indicated that the students had been introduced to interactive whiteboards during practi- cal training and they were clear that being able to use an interactive whiteboard to enhance student learning was an important aspect of teachers’ digital com- petence. However, they had little or no experience with interactive white- boards from the teacher training, and were critical about the lack of training in this area. DISCUSSION This study investigated opportunities for appropriation of digital competence in two different teacher education institutions. Before we discuss the opportu- nities for learning in terms of Wertsch’s distinction between mastery and appropriation we should once again direct our attention towards Ferrari’s (Fer- rari, 2012) definition of digital competence. In short, digital competence is the knowledge, skills and attitudes required to be able to use technology reflec- tively for a number of different activities in a number of different contexts in life. For a teacher, digital competence is also about having the competence needed in order to help others develop a digital competence in line with all the aspects included in Ferrari’s definition. Such a competence demands aware- ness around the use of technology that goes far beyond technical skills. According to Haugerud (2011), what has to be appropriated in order for pre- service teachers to use technology effectively as teachers, is far more than use of technology in isolation or in personal situations. However, when asked about their level of digital competence, several of the teacher educators in both cases focus primarily on the technical aspects of their competence when they describe their own competence level. Although the two cases were initially chosen because of their potentially contrasting situation in terms of technology integration, the results do not unveil any major differences in terms of teacher educators rating their digital competence. In both cases most of the teacher educators rate their own level of competence and extent of technology use as being around average – some a little higher, some a little lower, but in general nearly similar to everyone else’s. Moreover, they use their technical skills as a measure of their own digital competence. Seen in light of Wertsch’s (1998) perspective on learning as mastery and appropriation of cul- tural artefacts, teacher educator’s descriptions of their own digital competence may be seen as indicators of mastery without appropriation. This can, for instance, be seen in Tom’s description of his own use of PowerPoint. He mas- ters the technical aspects of the software itself, but he is not happy with neither his own use of it in the classroom, nor does he see any potential educational benefits. In case one, Ben’s description of how he uses technology in the class- room may serve as another example of mastery without appropriation. Ben uses the cultural artefact with a strong feeling of conflict or resistance and does This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. © UNIVERSITETSFORLAGET | NORDIC JOURNAL OF DIGITAL LITERACY | VOL 9 | NR 4-2014 325 not view the artefact as something that belongs to him or his teaching practice. When the level of resistance grows sufficiently strong he may refuse to use the cultural artefact all together (Wertsch, 1998). In Ben’s example this is nearly the case, – he still uses technology, but he admits that he prefers to write and draw on the board instead. If we rate our own competence as very high, there is little need for competence enhancement. Ben’s resistance towards the use of technology can be seen as an example in this regard. Although Ben has not appropriated the use of technol- ogy as seen from a teaching perspective, he masters the technology and there- fore he is not interested in learning more about how to use the technology in a teaching context. An important aspect of appropriation of a technology as a cul- tural artefact is therefore to find ways to overcome this resistance (Säljö, 2006). Karen can be seen as an example of a teacher educator who has appropriated digital competence. Although she is relatively humble when she talks about her own digital competence level, her answers in the interview indicate that, with the exception of interactive whiteboards, she masters the necessary arte- facts both on a personal and didactic level. She demonstrates a high level of pedagogical reflection concerning uses of technology for educational purposes and makes it clear that she only uses technology when she finds this to be the tool best suited in order to accomplish the desired learning outcome. A similar example is found in case two where Peter reflects on what digital competence is for a teacher. He knows how to use the technology and can make use of it in a number of different contexts. The interviews also revealed examples of what seems to be appropriation with- out mastery, for instance when Anna reflects on what a teacher should know in order to be digitally competent. She evidently sees the value of social media in education without being able to use them herself. Anna knows that her own digital competence is lower than most of her colleagues and students, and, although her understanding is lacking, she is interested and motivated, and spends time discussing the issues with her students. This appropriation of an activity may serve as motivation for trying to develop the necessary compe- tence required for the activity (Haugerud, 2011). Another example of appro- priation without mastery is related to the use of interactive whiteboards. In both cases teacher educators and pre-service students see the use of white- boards as an important aspect of teachers’ digital competence, but they do not master the artefact. Although these teacher educators lack the competency to use the relevant technologies, it can be positive that they have come to value the technologies. However, unless they also actively seek to develop the nec- essary mastery, there is no guarantee that this may serve as what Polman (2006) refers to as preparation for future learning. For pre-service teachers’ opportunities for appropriation of digital compe- tence, the examples of mastery without appropriation and appropriation with- out mastery are discouraging. The example from case two, where pre-service This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. 326 APPROPRIATION OF DIGITAL COMPETENCE IN TEACHER EDUCATION | ELEN INSTEFJORD teachers initially claim not to have used any digital tools in the teacher educa- tion programme, and later mention a number of examples of digital technolo- gies they have used, indicates that pre-service teachers and teacher educators have different opinions on what it means to use digital tools in the classroom. While students seem to have appropriated use of technology to such an extent that it has become part of their identity as learners (Wertsch, 1998), teacher educators still tend to see technology as an add-on that does not necessarily blend with their teaching strategies. They use PowerPoint to structure their lec- tures, but there are few pedagogical justifications for their use. The differing opinions found, underlines the need for a common language that enables teach- ers to reflect on the use of technology to enhance learning. In order encourage use of technology as part of pre-service teachers’ professional didactic compe- tence, teacher educators must acknowledge the complex relationship between mastery and appropriation on the one hand and personal and professional use of technology on the other hand. Such a competence cannot be developed through independent introductory courses in the use of technology as that dis- cussed in case one, but should be intertwined with the context of the classroom, school and larger society. Mastery without appropriation is also found among pre-service teachers. An example of this can be found in case two, where students talk about the multi- modal texts they presented earlier the same day, or in case one, where the stu- dents talk about the introductory course they have attended. They have used technology to complete the task, but they do not see the technological accom- plishment as personally valuable (Laffey, 2004). On the other hand, seen in light of Säljö’s (2006) perspective on appropriation as a process of coordina- tion between learner and artefact, the initial contact with new technology that such courses can offer should not be underestimated as a starting point for the learning process. In this way the introductory course may serve as a toolbox for the pre-service teachers, with a variety of tools that can be pulled out in dif- ferent situations. However, all cultural artefacts carry with them a history of use and are themselves altered, shaped and transformed by the activity, in which they are used (Säljö, 2000). If pre-service teachers continue to use the artefacts after the initial encounter, they may learn to use them in other con- texts than the one in which the artefact was originally introduced. But this process requires time and assistance from someone who is more familiar with the artefact in order for pre-service teachers to appropriate the artefact suffi- ciently to transfer what they have learned in a teacher education context to their future job as a teacher. In this connection, the fact that most of the teacher educators and pre-service teachers in both cases rate their own digital competence as similar to everyone else’s may weaken the opportunities for appropriation of digital competence among pre-service teachers. If we see learning as a process of coordination and collaboration between learners and cultural artefacts, students must interact with someone who has a higher level of competence in order for learning to take place (Säljö, 2000). This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. © UNIVERSITETSFORLAGET | NORDIC JOURNAL OF DIGITAL LITERACY | VOL 9 | NR 4-2014 327 Limitations As a final point it is important to acknowledge the limitations of the study. One of these limitations is related to the nature of the data collected. Focus group interviews are useful for exploring ideas and interpretive validity (Johnson & Turner, 2003). Furthermore, focus group interviews are particularly useful for studying social interaction as a means of producing a more complete under- standing of the issues discussed (Halkier, 2010; Gibbs, 2012). On the other hand, the possibility of the discussion being dominated by one or two students must be taken into consideration. Although the task of the moderator in a focus group discussion is to present the issues in question and create an open atmos- phere where the participants are comfortable expressing their attitudes, stu- dents may be influenced by the more dominant participants in the group and thus be less inclined to present their personal opinions (Kvale & Brinkmann, 2009; Johnson & Turner, 2003; Gibbs, 2012). Moreover, both pre-service teachers participating in the focus groups and teacher educators were volun- teers and thus their views on the issues discussed may not represent the full range of views. A second limitation that should be addressed is the relatively small number of participants in the study. It is difficult to determine whether the same results could be identified across a larger group of teachers or in different institutions. However, the purpose of a case study is not to generalize across populations but to contribute to expand on or generalise theories by studying individual, group or organizational phenomena in the context of which they occur (Yin, 2009). This is what Yin refers to as analytic generalisation (Yin, 2009, s. 15). A second kind of generalization within case study research is naturalistic gen- eralisation (Melrose, 2009; Stake, 1995). The purpose of naturalistic general- isation is not for researchers to present conclusions that can be transferred to a large population, but to invite readers to reflect on how ideas from the depic- tions presented may be applicable to their own situations (Melrose, 2009). In the current study, teacher educators are invited to translate the cases into their own day-to-day experiences with integration of technology in their classroom. Finally, the question of reliability should be mentioned. While reliability in quantitative research depends on instrument construction, reliability or credi- bility, qualitative research relies largely on the skills of the researcher (Miles & Huberman, 1994). All analyses in this study have been done by the same person, something that may influence the reliability of the results. However, in order to improve reliability and reduce the potential bias of one person doing all the analyses, excerpts from the interviews were discussed with a second researcher. CONCLUSION Together the two cases highlight some important challenges regarding the appropriation of digital competence in teacher education. The stories presented This article is downloaded from www.idunn.no. Any reproduction or systematic distribution in any form is forbidden without clarification from the copyright holder. 328 APPROPRIATION OF DIGITAL COMPETENCE IN TEACHER EDUCATION | ELEN INSTEFJORD in this article suggest that the same challenges are found in both cases; the con- flict between mastery and appropriation and between personal and educational use of technology, and the resistance towards technology among some teacher educators. This resistance may to some degree explain the gap between pre- service teachers’ and teacher educators’ personal use of technology and their competence in how to make use of technology in a learning context. In order to create opportunities for digital competence and teacher identity to develop in interaction with one another, it is therefore necessary to find ways to over- come this resistance. 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Technology in Use – Some Lessons About Change in Schools and Teacher Professional Development. Nordic Journal of Digital Literacy, 6 (4), pp. 204–206. Melrose, S. (2009). Naturalistic generalization. In A. J. Mills, G. Durepos, & E. Wiebe (Eds.), Encyclopedia of Case Study Research. Thousand Oaks, CA: Sage Publications. Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook. Thousand Oaks, CA: SAGE Publications. Ng, W. (2012). Can we teach digital natives digital literacy? Computers & Education, pp. 1065–1078. Norwegian Directorate for Education and Training. (2012 йил January). Framework for Basic Skills. Retrieved 2014 йил 18-July from Framework for Basic Skills: http:// www.udir.no/Stottemeny/English/Curriculum-in-English/_english/Framework-for- Basic-Skills/ Polman, J. L. (2006). Mastery and Appropriation as Means to Understand Interplay of History Larning and Identity Trajectories. The journal of the learning sciences , 15 (2), pp. 221–259. 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Article III Not available in Brage due to copyright issues Appendices List of appendices Appendix 1: Letter of consent from the Norwegian Centre for Research Data Appendix 2: Declaration for use of data Appendix 3: Information letter, institution/Dean Appendix 4: Information letter, teacher educators Appendix 5: Information letter, pre-service teachers Appendix 6: Informed consent form, teacher educators/pre-service teachers Appendix 7: Interview guide, teacher educators Appendix 8: Interview guide, pre-service teachers Appendix 9: Questionnaire, teacher educators Appendix 10: Questionnaire, pre-service teachers Appendix 11: Questionnaire, mentor teachers Appendix 3: Information letter, institution/Dean Elen Instefjord Høgskolen Stord/Haugesund, Klingenbergvegen 8, 5414 Stord Telefon: 53 49 15 12 ` Høgskolen [navn] v/ dekan [navn] [Adresse] Forespørsel om deltakelse i forskningsprosjekt I forbindelse med min phd ved Universitet i Stavanger gjennomfører jeg et prosjekt som handler om hvordan arbeid med digitale verktøy blir ivaretatt i de nye grunnskolelærerutdanningene. Målet med prosjektet er å bidra til økt kunnskap om hvordan de ulike lærerutdanningsinstitusjonene arbeider med digitale verktøy og å fremskaffe gode eksempler på bruk av digitale verktøy i opplæringen av nye lærere. I den forbindelse vil jeg svært gjerne besøke deres høgskole for å få kjennskap til hvordan deres lærerstudenter og lærere arbeider med digitale verktøy. For å finne ut av dette, ønsker jeg å intervjue 10-15 lærerstudenter og 3-5 lærere. Jeg vil gjennomføre fokusgruppeintervju med studenter og individuelle dybdeintervju med lærere. Intervjuene vil ta omkring en time, og vil bli tatt opp på lydbånd. I tillegg ønsker jeg å delta i noen undervisningstimer ved høgskolen og få anledning til å observere hvordan lærere og lærerstudenter arbeider med digitale verktøy i studiehverdagen. Jeg vil ikke komme uanmeldt inn i undervisningen, men ønsker at lærerne som sier seg villige til å delta i min undersøkelse selv velger ut et par timer hvor det passer for dem at jeg er til stede. I forbindelse med deltakelse i disse timene vil jeg benytte videokamera og ta notater underveis. Det er frivillig å delta i prosjektet, og studenter og lærere kan på hvilket som helst tidspunkt trekke seg uten å måtte begrunne dette nærmere. Opplysningene vil bli behandlet konfidensielt, og ingen enkeltpersoner vil kunne gjenkjennes i den ferdige oppgaven. Prosjektet forventes å være avsluttet til sommeren 2014. Opplysningene anonymiseres og opptakene slettes når prosjektet er avsluttet. Prosjektet er meldt til Personvernombudet for forskning, Norsk samfunnsvitenskapelig datatjeneste A/S. Jeg vil kontakte dere per telefon i løpet av desember 2011 for å høre om det er i orden at jeg besøker deres høgskole for å foreta intervju/observasjon blant noen av deres lærerstudenter og lærere. Dersom dere er villige til å delta kan vi da også avtale tidspunkt for når besøket kan gjennomføres, og hvilke lærere jeg kan kontakte. Hvis det er noe dere lurer på må dere gjerne ringe meg på 53 49 15 12, eller sende en e-post til [email protected]. Dere kan også kontakte min veileder professor Elaine Munthe ved Universitet i Stavanger. Med vennlig hilsen Elen Instefjord Stipendiat Universitetet i Stavanger, Høgskolen Stord/Haugesund, 04.12.2011 Appendix 4: Information letter, teacher educators Elen Instefjord Høgskolen Stord/Haugesund, Klingenbergvegen 8, 5414 Stord Telefon: 53 49 15 12 ` Lærere ved… [Skriv inn mottakerens adresse] Telefon: [Skriv inn mottakerens telefonnummer] Forespørsel om deltakelse i forskningsprosjekt I forbindelse med min phd ved Universitet i Stavanger gjennomfører jeg et prosjekt som handler om hvordan arbeid med digitale verktøy blir ivaretatt i de nye grunnskolelærerutdanningene - hvilke verktøy som benyttes og hvilke faktorer som hemmer eller fremmer studentenes bruk av digitale verktøy. Målet med prosjektet er å bidra til økt kunnskap om hvordan de ulike lærerutdanningsinstitusjonene arbeider med digitale verktøy og å fremskaffe gode eksempler på bruk av digitale verktøy i opplæringen av nye lærere. Mine foreløpige funn indikerer at det er forskjeller mellom de ulike lærerutdanningsinstitusjonene. Dette ønsker jeg å studere nærmere i neste fase av prosjektet, og her trenger jeg hjelp fra deg og dine kolleger. De neste ukene vil jeg være til stede på din høgskole, og jeg ønsker å intervjue 3-5 faglærere. Intervjuene vil bli gjennomført som individuelle dybdeintervju. Intervjuene vil ta omkring en time, og vil bli tatt opp på lydbånd. I tillegg ønsker jeg å delta i noen undervisningstimer ved høgskolen for å observere hvordan lærere og lærerstudenter arbeider med digitale verktøy i studiehverdagen. Her vil jeg benytte videokamera og ta notater underveis. Det er kun min veileder og jeg som vil ha tilgang til disse opptakene. Det er ikke hver enkelt lærers undervisning som står i fokus, men et generelt bilde av bruken av digitale verktøy på de ulike lærestedene. Det er frivillig å delta i prosjektet, og du kan på når som helst trekke deg uten å måtte begrunne dette nærmere. Opplysningene vil bli behandlet konfidensielt, og ingen enkeltpersoner vil kunne gjenkjennes i den ferdige oppgaven. Prosjektet forventes å være avsluttet til sommeren 2014. Opplysningene anonymiseres og opptakene slettes når prosjektet er avsluttet. Prosjektet er meldt til Personvernombudet for forskning, Norsk samfunnsvitenskapelig datatjeneste A/S. Undersøkelsen er todelt – en intervjudel og en observasjonsdel. Dersom du er villig til å delta i min undersøkelse fall ber jeg deg om å signere den vedlagte samtykkeerklæringen og levere den til meg så snart som mulig. Kryss av for om du er villig til å stille opp på intervju og/eller om det er i orden for deg å være med på mine videoopptak fra undervisningen. Tid og sted for intervju blir vi enige om senere. Hvis det er noe du lurer på må du gjerne ringe meg på 92 45 88 00, eller sende en e-post til [email protected]. Du kan også kontakte min veileder professor Elaine Munthe ved Universitet i Stavanger. Med vennlig hilsen Elen Instefjord Stipendiat Universitetet i Stavanger, Høgskolen Stord/Haugesund, 06.09.2011 Appendix 5: Information letter, pre-service teachers Elen Instefjord Høgskolen Stord/Haugesund, Klingenbergvegen 8, 5414 Stord Telefon: 53 49 15 12 ` Studenter ved… [Skriv inn mottakerens adresse] Telefon: [Skriv inn mottakerens telefonnummer] Forespørsel om deltakelse i forskningsprosjekt I forbindelse med min phd ved Universitet i Stavanger gjennomfører jeg et prosjekt som handler om hvordan arbeid med digitale verktøy blir ivaretatt i de nye grunnskolelærerutdanningene - hvilke verktøy som benyttes og hvilke faktorer som hemmer eller fremmer studentenes bruk av digitale verktøy. Målet med prosjektet er å bidra til økt kunnskap om hvordan de ulike lærerutdanningsinstitusjonene arbeider med digitale verktøy og å fremskaffe gode eksempler på bruk av digitale verktøy i opplæringen av nye lærere. I løpet av uke ……… (tidsangivelse) kommer jeg til å være til stede på ditt lærested, og jeg ønsker å intervjue 10-15 lærerstudenter. Intervjuene vil bli gjennomført som fokusgruppeintervju hvor det vil være 5 studenter i hver gruppe. Intervjuene vil ta en til to timer, og vil bli tatt opp på lydbånd. I tillegg kommer jeg å delta i noen undervisningstimer ved høgskolen for å observere hvordan lærere og lærerstudenter arbeider med digitale verktøy i studiehverdagen. Her vil jeg benytte videokamera og ta notater underveis. Det er kun min veileder og jeg som vil ha tilgang til disse opptakene. Det er frivillig å delta i prosjektet, og du kan på når som helst trekke deg uten å måtte begrunne dette nærmere. Opplysningene vil bli behandlet konfidensielt, og ingen enkeltpersoner vil kunne gjenkjennes i den ferdige oppgaven. Prosjektet forventes å være avsluttet til sommeren 2014. Opplysningene anonymiseres og opptakene slettes når prosjektet er avsluttet. Prosjektet er meldt til Personvernombudet for forskning, Norsk samfunnsvitenskapelig datatjeneste A/S. Undersøkelsen er todelt – en intervjudel og en observasjonsdel. Dersom du er villig til å delta i min undersøkelse fall ber jeg deg om å signere den vedlagte samtykkeerklæringen og levere den til meg så snart som mulig. Kryss av for om du er villig til å stille opp på intervju og/eller om det er i orden for deg å være med på mine videoopptak fra undervisningen. Tid og sted for intervju blir vi enige om senere. Hvis det er noe du lurer på må du gjerne ringe meg på 92 45 88 00, eller sende en e-post til [email protected]. Du kan også kontakte min veileder professor Elaine Munthe ved Universitet i Stavanger. Med vennlig hilsen Elen Instefjord Stipendiat Universitetet i Stavanger, Høgskolen Stord/Haugesund, 06.09.2011 Appendix 6: Informed consent form, teacher educators/ pre-service teachers Elen Instefjord Høgskolen Stord/Haugesund, Klingenbergvegen 8, 5414 Stord Telefon: 53 49 15 12 Mobil: 92 45 88 00 ` Studenter/lærere ved… [Skriv inn mottakerens adresse] Telefon: [Skriv inn mottakerens telefonnummer] Samtykkeerklæring Jeg har mottatt informasjon om studien av bruk av digitale verktøy i lærerutdanningene og ønsker å delta i undersøkelsen. Jeg er villig til å stille på fokusgruppeintervju Jeg er villig til å være med på videoopptak Dato Signatur …………………………………. Telefonnummer …………………………….. Appendix 7: Interview guide, teacher educators Tema/bakgrunn Spørsmål 1. Bakgrunnsinformasjon/innledning ǡÞ (Background ǫ information/introduction) ǫ Innledning - Medieoppslag ¤ x ÞʹǤͲͳǤͳͳǣDz Ǥ§ǡ ¤ǤȂ¤¤ x ȋ ¤ Ȍǡǫ ǡ§ x ǫ Ǥdz x Ȁ x ǤͳͲǤͲͶǤͳͳǣdz ǫ dz x ͳǤͲǤͳͳǣDz dz §¤ x ÞͳǤͲǤͳͳǣdz§¤ ¤¤ dz ÞǤ x ʹͻǤͲǤͳͳǣdz§ ¤Ǥ§ x Ȃ dz §ǫ x ʹͺǤͲǤͳͳǣdz x ¤¤¤¤ ÞǤ Ȃ §ǫ ͳͷǦ¤ x Þ¤§ǫ ¤Ǥ 2. Operasjonalisering av begrepene Þ¤ ”bruk av digitale verktøy” ”digitale §ǣ ferdigheter” og ”digital kompetanse”. x % (Understanding of digital x % tools/digital competence) x % % 3. Vurdering av egen digital x kompetanse x %Þ (Views on their own digital ¤¤Dz competence) Þdzǫ Þǣ Þǫ ʹͲͳͲǤ ǡ ʹͲͳͳǣdzÞ¤ dzdzȀǫ ¤ ǡǡÞ Þ§Þ¤§ Ǥ dzdzǫ §§ dzȋǤʹͻȌǤ ¤§¤ ¤dzdzǫ ÞȀ ǫ § ǡ ʹͲͲͷǣ dzǡǡ ¤§ dzǤ 4. Bruk av teknologi i ¤ lærerutdanningen (jmf. Þǫ Pedagogical compatibility/ Technological proficiency) Þ ǫ (Use of technology in teacher education (related to Pedagogical Hva er de viktigste grunnene til at du bruker digitale verktøy i din compatibility/ Technological undervisning? proficiency) Hva er de viktigste kriteriene når du velger digitale verktøy? Þǫ ¤ǫ §ǫ ȋǦ¤§¤ǫ ǡ¤ §ǡ§ ǤȌ Þǫ ȋÞ ǫȌ ǫ ǫ Arbeidsdagen I arbeidet med oppgaver ¤Þ Þǫ ¤ ȀÞǫ I praksis ¤¤Þ§ Þ¤¤ ǫ Þ¤ ǡ¤¤¤ Ǥ §¤ ǫ Þ ȀÞǫ ¤Þ ǫ §¤Þ Þ¤ǫ Appendix 8: Interview guide, focus group interviews Tema (Theme) Spørsmål (Question) 1. Innledning §¤ (Introduction – pre-service ¤ teachers’ understanding of the ¤ÞǤ present situation in school) x Ȃ §ǫ x ¤¤¤ ¤ §ǫ x Þ¤§ǫ 2. Lærerstudentenes forståelse og ¤¤ operasjonalisering av begrepene DzÞdzǫ ”bruk av digitale verktøy”, ”digitale ferdigheter som grunnleggende Þ ferdighet” og ”digital kompetanse”, Ȁǫ og hva en lærer trenger å kunne for å være digitalt kompetent. dzdzǫ (Pre-service teachers perception ¤§¤¤ and operationalisation of the dzdzǫ concepts “digital competence”, “digital tools”, and what it takes to Þ§Þ¤§ be a digitally competent teacher. dzdzǫ §¤ ǫ 3. Bruk av teknologi i lærerutdanningen/ i ¤Þǫ undervisningssammenheng (jmf. Pedagogical compatibility) §¤Þdz (Use of technology in teacher dzǫ education/for teaching and learning) Þǫ ¤ǫ §ǫ ȋǦ¤§¤ǫ ǡ ¤§ǡ§ ǤȌ Þǫ ¤Þǫ Þ ǫ ȋÞ ǫȌ ǫ ǫ ¤¤§¤ dzdzǫ ¤ ǫ ¤dzdz ǫ 4. Bruk av teknologi i ¤Þ studiehverdagen/ i arbeidet med ¤ǫ oppgaver – vurdering av egen kompetanse ¤ (Jmf. Technological proficiency) ȀÞǫ (Use of technology for assignments– perception of their Þǫ own digital competence) Þǫ ÞȀ Þǫ 5. Bruk av teknologi i praksis (Use of technology during teaching ǫ practice) ¤Þ §¤§ ǫ § §ǫ Þǫȋǡǡ ǡ Ȍ ¤¤Þ § Þ¤ǫ §Þ ¤dzdzǫ Appendix 9: Questionnaire, teacher educators Spørreskjema for ansatte på høgskole eller universitet som underviser i grunnskolelærerutdanningene Dette er en spørreundersøkelse som Følgegruppen for grunnskolelærerutdanningsreformen sender ut til alle som underviser studenter i GLU 1-7, GLU 5-10, integrert MA 1-7 og MA 5-10. Undersøkelsen er en del av vår siste datainnsamling, og resultater vil inngå i rapportering til Kunnskapsdepartementet og institusjonene våren 2015. Alle institusjoner som deltar vil få innsikt i egne resultater, men detaljeringsgraden av dette vil være avhengig av svarprosenten fra institusjonen/antall deltakere. Alle som svarer på undersøkelsen skal være sikre på at anonymitet ivaretas, derfor vil noen analyser kun bli gjort på storgruppenivå på tvers av alle eller grupper av institusjoner for å sikre stor nok N (antall deltakere). Det er frivillig å delta i undersøkelsen, og det er mulig å trekke seg underveis eller la være å svare på enkelte spørsmål. Vi håper at du vil finne undersøkelsen interessant, og at du vil bruke litt tid (ca. 10- 15 minutter) på å svare på spørsmålene som følger. Bakgrunn Først noen spørsmål om deg: Kjønn (1) Mann (2) Kvinne Jeg er født i... (oppgi fødselsår - 4 siffer) ______ Bakgrunn Høyeste utdanningsgrad (1) Profesjonsutdanning(førskolelærer/grunnskolelærer(adjunkt)/faglærer (2) Mastergrad eller hovedfag (3) PhD eller doktorgrad Jeg er ansatt som: (1) Høgskole-/universitetetslærer (2) Høgskole-/universitetslektor (3) Førstelektor (5) Førsteamanuensis (4) Dosent (6) Professor Bakgrunn Hvilken høgskole/universitet er du ansatt ved? (1) Høgskolen i Bergen (2) Høgskolen i Buskerud og Vestfold (Campus Drammen) (3) Høgskolen i Buskerud og Vestfold (Campus Vestfold) (4) Høgskolen i Hedmark (5) Høgskolen i Nesna (6) Høgskolen i Nord-Trøndelag (7) Høgskolen i Oslo og Akershus (8) Høgskolen i Sogn og Fjordane (9) Høgskolen i Stord/Haugesund (10) Høgskolen i Sør-Trøndelag (11) Høgskolen i Telemark (12) Høgskolen i Volda (13) Høgskolen i Østfold (14) NLA Høgskolen (15) Universitetet i Agder (16) Universitetet i Nordland (17) Universitetet i Stavanger (18) Universitetet i Tromsø (Campus Alta) (19) Universitetet i Tromsø (Campus Tromsø) (20) Samisk Høgskole Stillingsprosent (oppgi stillingsprosent ved denne høgskolen/universitetet for denne høsten): ______ Arbeidserfaring Antall års arbeidserfaring: Mer enn ett år. Vennligst sett inn antall år Ingen erfaring Mindre enn ett år (rund av til nærmeste hele år) - Totalt antall år du har vært ansatt i (1) (2) (3) ______høgskole/universitetssystemet - Totalt antall år du har vært (1) (2) (3) ______ansatt ved denne høgskolen/universitetet - Totalt (1) (2) (3) ______Mer enn ett år. Vennligst sett inn antall år Ingen erfaring Mindre enn ett år (rund av til nærmeste hele år) antall år du har primært arbeidet med å utdanne allmenn/grunnskolelærerstudenter på høgskolen/universitetet - Antall (1) (2) (3) ______år du har undervist i barneskole (1.-7. trinn) - Antall år du har undervist i ungdomsskole (8.- (1) (2) (3) ______10.trinn) - Antall år du har undervist i VGS (11.- (1) (2) (3) ______13.trinn) - Antall år du har arbeidet i barnehage (1) (2) (3) ______ Fag og studieprogram Fag og studieprogram du underviser i dette semesteret (her kan du velge flere fag, og det er også mulig å krysse av for begge studieprogrammene) GLU 1-7 GLU 5-10 PEL (1) (2) Matematikk (1) (2) Norsk (1) (2) Naturfag (1) (2) Samfunnsfag (1) (2) Historie (1) (2) RLE (1) (2) Engelsk (1) (2) Spansk, fransk, tysk/andre språkfag som kan være 2. fremmedspråk i (1) (2) grunnskolen Kroppsøving (1) (2) Musikk (1) (2) Kunst & Håndverk (1) (2) Mat & Helse (1) (2) Samisk (1) (2) Duodji (1) (2) Annet (1) (2) Om grunnskolelærerutdanningene og reformen Forskrift om rammeplan for grunnskolelærerutdanningene for 1.–7. trinn og 5.–10. trinn definerer tydelige målsetninger for utdanningene. Nedenfor har vi listet opp noen av de mest sentrale målsetningene i reformen. I hvilken grad vil du si at grunnskolelærerutdanningene ved ditt lærested har lykkes med: 1 I svært liten grad 2 3 4 5 6 I svært stor grad - å (1) (2) (3) (4) (5) (6) skape en integrert utdanning - å (1) (2) (3) (4) (5) (6) skape en profesjonsrettet utdanning - å (1) (2) (3) (4) (5) (6) skape en forskningsbasert utdanning - å skape en utdanning med to differensierte (1) (2) (3) (4) (5) (6) utdanningsløp - å (1) (2) (3) (4) (5) (6) skape en utdanning med høy faglig kvalitet - å legge til rette for internasjonalisering i (1) (2) (3) (4) (5) (6) utdanning - å legge til rette for arbeid med grunnleggende (1) (2) (3) (4) (5) (6) ferdigheter på tvers av fagene - å legge til rette for arbeid med flerkulturelle (1) (2) (3) (4) (5) (6) perspektiver på tvers av fagene - å legge til rette for arbeid med samiske (1) (2) (3) (4) (5) (6) perspektiver på tvers av fagene Masterløp i grunnskolelærerutdanningene Status blant nåværende GLU-studenter Regjeringen har nylig varslet at de ønsker at grunnskolelærerutdanningene skal bli femårige masterutdanninger fra høsten 2017. Vi ber deg om å tenke tilbake på det kullet med GLU- studenter som du har hatt mest undervisning for i studieåret 2013/2014. Oppgi % - Hvor stor andel (ca) av disse studentene tenker du ville være faglig kvalifisert til å ______fortsette på et masterløp? - Hvor stor andel (ca) av disse studentene ______tenker du ville være motivert for å fortsette Oppgi % på et masterløp? Arbeidsmiljø - samarbeid Nedenfor følger noen utsagn om arbeidsmiljøet ved institusjonen du er tilknyttet. Vi ber deg om å velge det alternativet som best angir hvor enig eller uenig du er i disse påstandene. 1 Helt uenig 2 3 4 5 6 Helt enig – Jeg samarbeider nært og godt med flere av mine (1) (2) (3) (4) (5) (6) kolleger. – Jeg spør gjerne (1) (2) (3) (4) (5) (6) kolleger om tips eller råd. – Jeg kan stole på at mine kolleger vil hjelpe meg dersom (1) (2) (3) (4) (5) (6) jeg har behov for det. – Det er blitt mye mer samarbeid etter innføring av de nye (1) (2) (3) (4) (5) (6) lærerutdanningene. – Vi bruker altfor (1) (2) (3) (4) (5) (6) mye tid til samarbeid. Arbeidsmiljø - støtte fra ledelsen Velg det alternativet som best angir ditt svar. 1 Helt uenig 2 3 4 5 6 Helt enig – Når avgjørelser blir tatt om de nye lærerutdanningene, blir (1) (2) (3) (4) (5) (6) de personene det angår tatt med på råd. – Vi har gode informasjonskanaler, slik at de som tar (1) (2) (3) (4) (5) (6) avgjørelser har kjennskap til det som foregår. – På denne arbeidsplassen blir avgjørelser tatt på de nivåer som har (1) (2) (3) (4) (5) (6) best informasjon om saken. – Ledelsen har gitt god støtte i utvikling av nye planer for (1) (2) (3) (4) (5) (6) lærerutdanningene. – Ledelsen har (1) (2) (3) (4) (5) (6) jobbet hardt for å få til gode systemer for 1 Helt uenig 2 3 4 5 6 Helt enig implementering av reformen. – Toppledelsen på denne institusjonen har vist stor interesse (1) (2) (3) (4) (5) (6) for vårt arbeid med reformen. – Min nærmeste leder/ledergruppe viser stor interesse for (1) (2) (3) (4) (5) (6) min undervisning. – Vi har gode muligheter for å få støtte (1) (2) (3) (4) (5) (6) til å utvikle vår undervisning. – Vi har gode muligheter til å få støtte (1) (2) (3) (4) (5) (6) til å utvikle vår kompetanse som forskere. Arbeidsmiljø - undervisning og forskning – Hvor stor prosentdel av din stilling disponerer du til undervisning dette ______skoleåret? (angi svaret i %) – Hvor mange timer utgjør dette? (angi ______antall timer) – Hvor stor prosentdel av din stilling disponerer du til FoU-virksomhet dette ______skoleåret? (angi svaret i %) – Hvor mange timer utgjør dette? (angi ______antall timer) Arbeidsmiljø Hvor stor del av din FoU-virksomhet er rettet mot: 1 Ingen FoU-tid 2 3 4 5 6 All FoU-tid – Fagdisiplin (1) (2) (3) (4) (5) (6) – Fagdidaktiske spørsmål (1) (2) (3) (4) (5) (6) – Pedagogiske/spesialpedagogiske spørsmål (1) (2) (3) (4) (5) (6) Hvor mange poenggivende publikasjoner hadde du i 2013? (angi antall:) ______ Dine muligheter for påvirkning Velg det alternativet som best angir ditt svar. 1 Ingenting 2 3 4 5 6 Svært mye – Hvor mye kan du gjøre for å fremme (1) (2) (3) (4) (5) (6) studenters læring? –Hvor mye kan du gjøre for å motivere studenter når de arbeider med (1) (2) (3) (4) (5) (6) vanskelige oppgaver? – Hvor mye kan du gjøre for at studenter skal kunne huske og bruke det (1) (2) (3) (4) (5) (6) de har lært tidligere? – Hvor mye kan du gjøre for å (1) (2) (3) (4) (5) (6) motivere studenter til økt innsats? – Hvor mye kan du gjøre for å (1) (2) (3) (4) (5) (6) fremme samarbeid blant studenter? – Hvor mye kan du gjøre for å få studenter til å arbeide med (1) (2) (3) (4) (5) (6) litteratur/pensum? – Hvor mye kan du gjøre for å påvirke studenters oppførsel (1) (2) (3) (4) (5) (6) i timene? – Hvor mye kan du påvirke studenters (1) (2) (3) (4) (5) (6) engasjement i timene? – Hvor mye kan du påvirke studenters engasjement når de (1) (2) (3) (4) (5) (6) samarbeider i grupper? Studenter og undervisning Studentenes arbeidsvaner Nedenfor følger noen utsagn om studenter og undervisning ved institusjonen du er tilknyttet. Vi ber deg om å velge det alternativet som best angir hvor enig eller uenig du er i disse påstandene. 1 Svært uenig 2 3 4 5 6 Svært enig - Studentene er godt (1) (2) (3) (4) (5) (6) forberedt til timene - Det er altfor mange studenter som ikke møter opp til (1) (2) (3) (4) (5) (6) undervisningstimene - Det er unødige forstyrrelser fordi studenter kommer og går (1) (2) (3) (4) (5) (6) under undervisningen - Studentene har gode (1) (2) (3) (4) (5) (6) forutsetninger i fag jeg underviser i Grunnleggende ferdigheter Velg det alternativet som best angir ditt svar. 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad - Jeg vektlegger lesing som (1) (2) (3) (4) (5) (6) grunnleggende ferdighet i min undervisning. - Mine studenter lærer mye om hvordan de kan fremme elevers læring (1) (2) (3) (4) (5) (6) gjennom å styrke deres leseferdigheter i mitt fag. - Mine studenter har god innsikt i hvordan elevers skriveferdigheter kan (1) (2) (3) (4) (5) (6) utvikles gjennom undervisning i mitt fag. - Jeg vektlegger skriving som (1) (2) (3) (4) (5) (6) grunnleggende ferdighet i min undervisning. - Mine studenter kan sette i verk tiltak for styrke elevers regneferdigheter i (1) (2) (3) (4) (5) (6) mitt fag. - Mine studenter øver på egne (1) (2) (3) (4) (5) (6) muntlige ferdigheter i mitt fag. - Mine studenter har fått trening i å lede og å involvere mange i (1) (2) (3) (4) (5) (6) klasseromsdiskusjoner i mitt fag. Bruk av digitale verktøy Velg det alternativet som best angir ditt svar. 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad - Det er eksterne kursholdere/forelesere som har gitt (1) (2) (3) (4) (5) (6) studentene opplæring i bruk av digitale verktøy. - Jeg vektlegger opplæring for studenter i bruk av digitale verktøy i min (1) (2) (3) (4) (5) (6) undervisning. - Jeg er en god rollemodell for studentene i forhold til bruk av digitale verktøy i (1) (2) (3) (4) (5) (6) undervisningen. - Jeg har god innsikt i bruk av digitale verktøy (1) (2) (3) (4) (5) (6) for å fremme elevers læring. - Jeg har god kompetanse i å bruke (1) (2) (3) (4) (5) (6) interaktiv tavle (f.eks. SmartBoard). 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad - Jeg kan støtte studenter i deres læring om (1) (2) (3) (4) (5) (6) digitale verktøy for vurdering av elever. - Jeg vektlegger etiske problemstillinger knyttet til skolens (1) (2) (3) (4) (5) (6) og elevers bruk av sosiale medier. Flerkulturelle perspektiv Velg det alternativet som best angir ditt svar. 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad - Jeg kjenner til metoder for å organisere undervisning i grupper hvor flere språk er til (1) (2) (3) (4) (5) (6) stede - Jeg kjenner til metoder som øker (1) (2) (3) (4) (5) (6) læringsmuligheter for flerspråklige elever - Jeg kan gi gode eksempler på hvordan undervisning ivaretar elevers (1) (2) (3) (4) (5) (6) språk/religion/kultur som ressurs - Jeg vet hvordan jeg kan anvende ulike begrepsforståelser blant elever til å fremme (1) (2) (3) (4) (5) (6) læring hos alle Forskningsbasert undervisning Under har vi listet opp en rekke påstander som gjelder forskningsbasert undervisning i studiet. På en skala fra 1 til 6, der 1 = Stemmer ikke i det helt tatt og 6 = Stemmer helt, vi vil at du skal markere det alternativet som best beskriver din oppfatning av hver påstand. I hvor stor grad stemmer påstandene under med din oppfatning av forskningsbasert undervisning i studiet? 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt - Vi har forskningslitteratur på pensum som er skrevet av noen av mine kolleger/meg (1) (2) (3) (4) (5) (6) selv. - Jeg har fortalt studentene om min egen (1) (2) (3) (4) (5) (6) forskning. - Min forskning er (1) (2) (3) (4) (5) (6) svært relevant for mine studenter. - Jeg har involvert (1) (2) (3) (4) (5) (6) student(er) i et forskningsprosjekt. 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt - Jeg har selv utført forskning i klasserom (1) (2) (3) (4) (5) (6) eller på en skole. - Jeg hadde ønsket at det var større mulighet til å involvere studenter i (1) (2) (3) (4) (5) (6) forskning i løpet av studietiden. - Vi har hatt mange diskusjoner om ny (1) (2) (3) (4) (5) (6) forskning i min undervisning. - Jeg vektlegger at studenter skal søke etter ny forskningslitteratur i (1) (2) (3) (4) (5) (6) internasjonale databaser som f.eks. ERIC og EBSCO. - Jeg vektlegger at studenter skal få god trening i å lese engelskspråklige (1) (2) (3) (4) (5) (6) forskningsartikler. - Jeg har forsøkt å unngå å bruke engelskspråklige tekster som pensum for (1) (2) (3) (4) (5) (6) studentene. - Jeg vektlegger at studentene skal utvikle kunnskap og ferdigheter innen forskningsmetoder som (1) (2) (3) (4) (5) (6) de vil ha bruk for som lærer. Praksisopplæring Under har vi listet opp en rekke påstander som gjelder praksisopplæring i studiet. På en skala fra 1 til 6, der 1 = Stemmer ikke i det helt tatt og 6 = Stemmer helt, vi vil at du skal markere det alternativet som best beskriver din oppfatning av hver påstand. I hvor stor grad stemmer påstandene under med din oppfatning av praksisopplæring i studiet? 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt - Jeg forbereder studentene godt til oppstart av praksisopplæringen foran hver (1) (2) (3) (4) (5) (6) praksisperiode. - Jeg møter praksisveiledere før hver (1) (2) (3) (4) (5) (6) praksisperiode. - Jeg bruker god tid på å planlegge praksisperioder sammen med (1) (2) (3) (4) (5) (6) studenter og ansatte ved praksisskolene. - Jeg er godt kjent med læringsutbyttemålene for hver (1) (2) (3) (4) (5) (6) praksisperiode. - Praksisopplæringsperiodene gir studentene (1) (2) (3) (4) (5) (6) 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt mulighet til å koble det de har lært på campus med det som skjer i skolen. - Det er et tett samarbeid mellom meg og (1) (2) (3) (4) (5) (6) lærerne på praksisskolene. - Jeg deltar i deler av praksisopplæringen. (1) (2) (3) (4) (5) (6) - Jeg bruker studentenes praksiserfaringer i (1) (2) (3) (4) (5) (6) undervisningen på høgskolen/universitetet. - Jeg vektlegger at studentene må demonstrere kritisk refleksjon i etterkant av (1) (2) (3) (4) (5) (6) praksisperiodene. - Det er vanskelig å trekke erfaringer fra (1) (2) (3) (4) (5) (6) praksis inn i undervisningen. - Utdanningen har et velfungerende system for å evaluere studentenes erfaringer fra (1) (2) (3) (4) (5) (6) praksisopplæring. - Høgskolen/universitetet etterspør øvingslærernes erfaringer med studentenes (1) (2) (3) (4) (5) (6) praksisopplæring. - Høgskolen/universitetet tar hensyn til øvingslærernes erfaringer med (1) (2) (3) (4) (5) (6) praksisopplæring. - Øvingslærerne er med på å videreutvikle praksisopplæring i (1) (2) (3) (4) (5) (6) samarbeid med høgskolen/universitetet. Skikkethet Under har vi listet opp en rekke påstander som gjelder skikkethet. Vennligst velg det alternativet som best angir hvor enig/uenig du er med disse påstandene. 1 Helt uenig 2 3 4 5 6 Helt enig - Praksisskolene har et altfor stort ansvar når det gjelder (1) (2) (3) (4) (5) (6) vurdering av studenters skikkethet. - Jeg kjenner ikke studentene godt nok til å kunne (1) (2) (3) (4) (5) (6) vurdere deres skikkethet til yrket. - Jeg drøfter studentenes skikkethet jevnlig med (1) (2) (3) (4) (5) (6) kolleger. - Studenter (1) (2) (3) (4) (5) (6) som jeg underviser er klar over arbeidet vi 1 Helt uenig 2 3 4 5 6 Helt enig gjør med skikkethetsvurdering. Studenters overgang til læreryrket Basert på din erfaring (også om du er nytilsatt), hvor stor del av nyutdannede lærere vil du si … Ingen 1/4 1/2 3/4 Alle … klarer overgangen til læreryrket på (1) (2) (3) (4) (5) en utmerket måte, så å si ingen problemer. … har moderate problemer med overgangen, litt problemer – men ikke (1) (2) (3) (4) (5) store problemer. … har store problemer med (1) (2) (3) (4) (5) overgangen. Tusen takk for hjelpen! Vennligst trykk "avslutt" for å lagre din besvarelse. Appendix 10: Questionnaire, pre-service teachers DITT TILBAKEBLIKK PÅ GRUNNSKOLELÆRERUTDANNINGENE: Hva har du erfart i utdanningen – hva har du lært – hvordan vurderer du utdanningen? Dette er en spørreundersøkelse som sendes ut til alle studenter i Norge som startet på de nye grunnskolelærerutdanningene høsten 2010, og som nå er inne i 4. studieår. Målet med undersøkelsen er å finne ut hvordan du har opplevd utdanningen og hvordan du vurderer dine egne muligheter som nyutdannet lærer. Dersom du har valgt å ta en masterutdanning og dermed har et år igjen av studiet, vil vi selvsagt også vite det! Det er svært viktig for oss å få kunnskap om nettopp dine erfaringer fra utdanningen. Vi håper derfor at du har mulighet til å sette av litt tid til å svare på spørsmål knyttet til det studiet du er tatt opp på. Din deltakelse vil være til stor betydning for lærestedene og fremtidige lærerstudenter når det gjelder videre utvikling av grunnskolelærerutdanningene! Studieprogram Hvilket program er du tatt opp på? (1) Grunnskolelærerutdanning for 1.-7. trinn (4-årig) (2) Grunnskolelærerutdanning for 5.-10. trinn (4-årig) (3) Samisk grunnskolelærerutdanning for 1.-7. trinn (4) Integrert master for 1.-7. trinn (5) Integrert master for 5.-10. trinn (6) Et 2-årig mastergradsprogram Fullfører du utdanningen denne våren (4-årig løp), eller tar du et 5-årig masterløp? (1) Fullfører 4-årig løp (2) Har valgt 5-årig masterløp Valg av masterløp Dersom du har valgt et masterløp, hvilket program var du tatt opp på de tre første studieårene? (1) Grunnskolelærerutdanning for 1.-7. trinn (2) Grunnskolelærerutdanning for 5. -10. trinn (3) Samisk grunnskolelærerutdanning for 1.-7. trinn Dersom du har valgt et masterløp, hvilket fag har du valgt å fordype deg innenfor? (1) Drama (2) Kroppsøving (3) Kunst & håndverk (5) Mat & helse (4) Matematikk (6) Musikk (7) Naturfag (8) Norsk (9) RLE (10) Samfunnsfag (11) Samisk (12) Spesialpedagogikk (13) Pedagogikk (15) Engelsk (16) Fremmedspråk (17) Annet: ______ Studiested Hvilken høgskole/universitet er du student ved akkurat nå? (1) Høgskolen i Bergen (2) Høgskolen i Buskerud og Vestfold (3) Høgskolen i Hedmark (4) Høgskolen i Nesna (5) Høgskolen i Nord-Trøndelag (6) Høgskolen i Oslo og Akershus (7) Høgskolen i Sogn og Fjordane (8) Høgskolen i Stord/Haugesund (9) Høgskolen i Sør-Trøndelag (10) Høgskolen i Telemark (11) Høgskolen i Volda (12) Høgskolen i Østfold (13) NLA Høgskolen (14) Universitetet i Agder (18) Universitetet i Nordland (15) Universitetet i Stavanger (16) Universitetet i Tromsø (17) Samisk Høgskole Fag Hvilke fag (utenom Pedagogikk og elevkunnskap eller Profesjonsfag ved UiT) har du avlagt eksamen i som grunnskolelærerstudent? Oppgi antall studiepoeng du har fullført (bestått eksamen i) i hvert av fagene under:Kryss av de fagene som du har dette studieåret, og fag som du har hatt tidligere i studiet (du kan krysse av for flere): 0 stp 15 stp 30 stp 45 stp 60 stp Engelsk (1) (2) (3) (4) (5) Fremmedspråk (1) (2) (3) (4) (5) Kroppsøving (1) (2) (3) (4) (5) Kunst & håndverk (1) (2) (3) (4) (5) Matematikk (1) (2) (3) (4) (5) Mat & helse (1) (2) (3) (4) (5) Musikk (1) (2) (3) (4) (5) Naturfag (1) (2) (3) (4) (5) Norsk (1) (2) (3) (4) (5) RLE (1) (2) (3) (4) (5) Samfunnsfag (1) (2) (3) (4) (5) Samisk (1) (2) (3) (4) (5) Annet (1) (2) (3) (4) (5) Kjønn og alder Jeg er... (1) Mann (2) Kvinne Din alder: (1) 21 - 25 år (2) 26 - 29 år (3) 30 - 35 år (4) Eldre enn 35 Erfaring fra arbeid med barn og unge Nei Litt Ganske mye Svært mye – Jeg har arbeidet som lærer i løpet av (1) (2) (3) (4) studietiden. – Jeg har erfaring fra arbeid med (1) (2) (3) (4) barn/ungdommer før jeg begynte å studere. Studentmobilitet i studietiden De nye grunnskolelærerutdanningene er utformet slik at de skal legge til rette for mobilitet mellom læresteder i Norge og gi mulighet for et internasjonalt semester. Vennligst kryss av for det svaret som best beskriver dine erfaringer med mobilitet i løpet av de siste fire årene: JA NEI – Jeg har tatt alle eksamener ved denne (1) (2) institusjonen. – Jeg har vurdert å ta fag et annet sted, men (1) (2) gjorde det ikke likevel. – Jeg har tatt fag ved andre institusjoner (1) (2) uten å flytte dit (nett eller samlingsbasert). – Av personlige grunner har jeg flyttet til et annet sted i løpet av de siste fire årene og (1) (2) har derfor byttet lærested. – Jeg har byttet lærested for å få det (1) (2) fagvalget jeg ønsket. – Jeg har tatt deler av min utdanning ved en utenlandsk institusjon i løpet av de siste fire (1) (2) årene. – Jeg har hatt en praksisopplæringsperiode i (1) (2) utlandet. Studentmobilitet i studietiden Nedenfor følger noen utsagn om valg av utdanningsprogram og mobilitet. Kryss av for det alternativet som best angir hvor enig eller uenig du er med disse påstandene. 1 Helt uenig 2 3 4 5 6 Svært enig – Det ville være helt umulig for meg å flytte i (1) (2) (3) (4) (5) (6) løpet av studietiden. – Dersom dette studiestedet bare hadde hatt tilbud om en lærerutdanning (enten (1) (2) (3) (4) (5) (6) GLU 1-7 ELLER GLU 5-10), ville jeg ha valgt den, selv om det ikke var mitt førstevalg. – Dersom dette studiestedet ikke hadde hatt tilbud om lærerutdanning for grunnskolen i det hele tatt, ville jeg ha valgt en annen (1) (2) (3) (4) (5) (6) utdanning på samme sted (f.eks. barnevern eller en annen utdanning). – Dersom dette studiestedet ikke hadde hatt tilbud om lærerutdanning i det hele tatt, ville (1) (2) (3) (4) (5) (6) jeg ha valgt å reise til et annet sted for å få den lærerutdanningen jeg ville ha. – Jeg har fått god informasjon om (1) (2) (3) (4) (5) (6) muligheter for å ta fag ved andre læresteder. – Jeg har fått god informasjon om (1) (2) (3) (4) (5) (6) muligheter for å ha et internasjonalt 1 Helt uenig 2 3 4 5 6 Svært enig semester i løpet av studietiden. Organisering av studieprogram Hvordan er lærerutdanningsprogrammet du går på organisert? Sett kryss ved siden av den beskrivelsen som BEST passer for den utdanningen du er tatt opp på. (1) ORDINÆRT: Jeg har all undervisning på høgskolen/universitetet (bortsett fra praksisopplæring), og jeg har undervisning på høgskolen/universitetet hver uke. (2) SAMLINGSBASERT: Jeg møter medstudenter og lærere noen uker hvert år på høgskolen/universitetet. Vi har jevnlige samlinger der. Resten av tiden studerer jeg hjemmefra, gjerne nettstøttet. (3) NETTBASERT: Jeg følger undervisning på høgskolen/universitetet hjemmefra ved hjelp av PC. Da ser jeg på undervisning som foregår på høgskolen/universitetet og kan bidra i forelesninger og diskusjoner. (4) NETTVERKSBASERT: Jeg har undervisning på flere steder i regionen/jeg har lærere fra flere høgskoler/universiteter som samarbeider om å gi meg min lærerutdanning. (5) DESENTRALISERT: Lærere ved høgskolen/universitetet reiser ut til mitt hjemsted/et sted i nærheten for å gi undervisning lokalt slik at vi ikke må reise inn til høgskolen/universitetet. (6) ANNET: Ingen av disse beskrivelsene passer best for den utdanningen jeg går på. Om studiet Tenk tilbake på de fire siste årene. Hvor uenig eller enig er du i følgende påstander? 1 Helt uenig 2 3 4 5 6 Svært enig – Jeg har et svært positivt inntrykk av (1) (2) (3) (4) (5) (6) studiet. – Det har vært tydelig gjennom hele løpet at (1) (2) (3) (4) (5) (6) studiet skal utdanne til læreryrket. – Alle lærerne jeg har, er opptatt av at jeg (1) (2) (3) (4) (5) (6) skal bli lærer. – Jeg vil anbefale dette studiet til andre. (1) (2) (3) (4) (5) (6) – Det er svært faglig sterke lærere på denne (1) (2) (3) (4) (5) (6) utdanningen. – Det er svært engasjerende lærere på (1) (2) (3) (4) (5) (6) denne utdanningen. – Dette studiet stiller høye krav til meg som (1) (2) (3) (4) (5) (6) student. – Dette studiet forutsetter at jeg leser (1) (2) (3) (4) (5) (6) pensum grundig. – Studiet er så krevende at du kan ikke være borte fra undervisning hvis du vil henge (1) (2) (3) (4) (5) (6) med. – Jeg leser faglitteratur jevnlig. (1) (2) (3) (4) (5) (6) – Dette studiet er faglig krevende. (1) (2) (3) (4) (5) (6) – Lærerne på denne utdanningen er flinke til (1) (2) (3) (4) (5) (6) å undervise. Om studiet Tenk tilbake på dine fire siste år som student. Hva er din gjennomsnittskarakter totalt sett? (1) A (2) B (3) C (4) D (5) E (6) F Hva har du lært i løpet av din utdanning? Grunnskolelærerutdanningene har spesifikke læringsmål for studentene, og i det som følger, ber vi deg om å vurdere i hvor stor grad du mener du har tilegnet deg kunnskap og ferdigheter slik det er spesifisert i Forskriften for grunnskolelærerutdanningene. Vi ber deg igjen om å oppgi dette ved å krysse av for det tallet mellom 1 og 6 som best beskriver din vurdering av egen læring: Kunnskap, ferdigheter og generell kompetanse knyttet til barns og unges læring, og undervisning som fremmer barns og unges læring 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad – Jeg er i stand til å planlegge, gjennomføre og evaluere undervisning som tar hensyn til (1) (2) (3) (4) (5) (6) elevenes ulike forutsetninger. – Jeg har lært ulike metoder for å kunne finne ut hva elever forstår eller misforstår i et emne (f.eks. bruk av diagnostiske (1) (2) (3) (4) (5) (6) spørsmål eller utvikling av kartleggingsprøver). – Jeg kan bruke kunnskap om elevers forståelse i planlegging (1) (2) (3) (4) (5) (6) av undervisning. – Jeg har lært å anvende forskning når jeg planlegger hvordan (1) (2) (3) (4) (5) (6) undervisning skal foregå – Jeg har lært å anvende læringsteorier når vi planlegger og (1) (2) (3) (4) (5) (6) gjennomfører undervisning. – Jeg kan bruke teoretiske begreper i analyse av (1) (2) (3) (4) (5) (6) klasseromsinteraksjon. – Jeg kan planlegge, gjennomføre og vurdere tverrfaglige/flerfaglige (1) (2) (3) (4) (5) (6) undervisningsprosjekter. 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad – Jeg oppsøker ny forskning når jeg skal planlegge (1) (2) (3) (4) (5) (6) undervisningsmåter. – Jeg har god nok fagkunnskap i undervisningsfagene mine til å gi elevene (1) (2) (3) (4) (5) (6) god undervisning. Hva har du lært i løpet av din utdanning? Tilpasset opplæring 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad – Jeg er i stand til å gjennomføre undervisning som vil være relevant for (1) (2) (3) (4) (5) (6) elever med ulik bakgrunn. – Jeg kan motivere elever (med ulik sosial, kulturell eller (1) (2) (3) (4) (5) (6) evnemessig bakgrunn) til læring. – Jeg har innsikt i motivasjonsteori og forskning om (1) (2) (3) (4) (5) (6) elevers motivasjon. – Jeg kan anvende kunnskap om elevers motivasjon i min (1) (2) (3) (4) (5) (6) undervisning. Hva har du lært i løpet av din utdanning? Tilrettelegge og lede gode læringsmiljøer 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad – Jeg vet hvordan jeg inngår i en positiv og støttende (1) (2) (3) (4) (5) (6) relasjon med hver enkelt elev. – Det vil være utfordrende for meg å klare å skape et (1) (2) (3) (4) (5) (6) miljø hvor elever opplever trygghet og tillit. – Jeg har erfaring med å bruke elevers perspektiver og (1) (2) (3) (4) (5) (6) innspill i undervisning. – Å virkelig engasjere elever i aktive læringsfellesskap, er (1) (2) (3) (4) (5) (6) noe jeg vil trenge hjelp til. – Jeg vet hva jeg må gjøre for å skape en positiv kultur for (1) (2) (3) (4) (5) (6) læring. – Jeg vil være i stand til å avdekke mobbing i (1) (2) (3) (4) (5) (6) 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad en elevgruppe. – Det er vanskelig å vite hva man skal gjøre for å stoppe (1) (2) (3) (4) (5) (6) mobbing. – Jeg vil være i stand til å ta opp vanskelige spørsmål som f.eks. (1) (2) (3) (4) (5) (6) mobbing, i en elevgruppe. – Jeg vil være i stand til å ta opp vanskelige spørsmål med (1) (2) (3) (4) (5) (6) foresatte. Hva har du lært i løpet av din utdanning? Læringsledelse 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad – Jeg har utviklet forståelse for hvorfor det er viktig å formidle læringsmål for en undervisningstime (evt (1) (2) (3) (4) (5) (6) undervisningsøkt hvis det er flere timer i strekk). – Jeg har lært mye om det å skape gode strukturer i (1) (2) (3) (4) (5) (6) undervisning. – Det er umulig for en lærer å gjøre undervisning og (1) (2) (3) (4) (5) (6) læring relevant for alle elever. – Jeg vil ha problemer med å formidle høye (1) (2) (3) (4) (5) (6) forventninger til elevene. – Jeg kan bevisstgjøre og ansvarliggjøre elevene i (1) (2) (3) (4) (5) (6) eget læringsarbeid. – Jeg vet hvordan jeg kan involvere elever og gi dem mulighet for (1) (2) (3) (4) (5) (6) medvirkning. Hva har du lært i løpet av din utdanning? Vurdering for læring og av læring 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad – Jeg har fått erfaring i å gi formativ tilbakemelding til elever i (1) (2) (3) (4) (5) (6) løpet av praksisperioder. – Mine praksislærere har lært meg mye om (1) (2) (3) (4) (5) (6) 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad formativ vurdering. – Mine faglærere har lært meg mye om (1) (2) (3) (4) (5) (6) formativ vurdering. – Jeg har utviklet gode tilbakemeldingsferdigheter i løpet av disse (1) (2) (3) (4) (5) (6) fire årene. – Jeg kan utvikle gode kriterier til bruk i (1) (2) (3) (4) (5) (6) vurderingsarbeid. – Jeg kan bruke klasseromsamtale som (1) (2) (3) (4) (5) (6) konkret vurderingspraksis. – Jeg vet hvordan jeg oppnår (1) (2) (3) (4) (5) (6) kompetansemål sammen med elevene. – Jeg kan tolke kartleggingsprøver og anvende resultater for å stake ut (1) (2) (3) (4) (5) (6) veien videre for en elev. – Jeg er i stand til å vurdere elevarbeid i (1) (2) (3) (4) (5) (6) forhold til kompetansemål. – Jeg er i stand til å planlegge undervisning for å nå et (1) (2) (3) (4) (5) (6) bestemt kompetansemål. Hva har du lært i løpet av din utdanning? Skole-hjem samarbeid 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad – Jeg vet hvordan jeg kan motivere foreldre til å formidle positive forventninger til (1) (2) (3) (4) (5) (6) eleven. – Jeg kjenner til metoder som viser fram foreldrenes og elevens forventninger til (1) (2) (3) (4) (5) (6) undervisning og skolen. – Foresatte må kunne ha en reell (1) (2) (3) (4) (5) (6) medvirkning i min undervisning. – Jeg har god innsikt i hvordan å planlegge (1) (2) (3) (4) (5) (6) og gjennomføre samtaler med foresatte. – Jeg har lært om hvordan skoler arbeider med skole-hjem samarbeid i løpet av (1) (2) (3) (4) (5) (6) praksisopplæring. Antall timer per uke som blir brukt til studiene Vi ber deg vurdere tidsbruken din dette studieåret (2013-2014) og forsøke å angi hvor mange timer per uke du mener at du bruker på de forskjellige studieaktivitetene som er nevnt nedenfor. – Hvor mange timer i uken er du vanligvis tilstede på forelesninger/annen ____ undervisning? (rund av til nærmeste hele time). – Hvor mange timer i uken bruker du til å lese pensum/lese relevant faglitteratur? ____ (rund av til nærmeste hele time). – Hvor mange timer i uken bruker du til å arbeide med arbeidsoppgaver – alene eller ____ sammen med andre? (rund av til nærmeste hele time). Praksisopplæring Praksisopplæring er en viktig del av din utdanning. Nedenfor gjengir vi en rekke påstander om både forberedelse, gjennomføring, og oppfølging av praksiserfaringer som vi ber deg vurdere. Angi ditt svar på en skala fra 1 til 6. 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad – Mine faglærere forberedte meg godt til oppstart av praksisopplæringen foran hver (1) (2) (3) (4) (5) (6) praksisperiode. – Jeg visste hva som var forventet av meg i (1) (2) (3) (4) (5) (6) praksisperioden. – Jeg møtte min veileder før hver (1) (2) (3) (4) (5) (6) praksisperiode. – Jeg er godt kjent med læringsutbyttemålene for hver (1) (2) (3) (4) (5) (6) praksisperiode. – Praksisskolene jeg har vært på, har vært (1) (2) (3) (4) (5) (6) svært gode læringsarenaer for meg. – Alle lærere på praksisskolene har vært åpne for at jeg kan stille spørsmål, (1) (2) (3) (4) (5) (6) observere, diskutere og lære sammen med dem. – Mine veiledere har vært dyktige lærere for (1) (2) (3) (4) (5) (6) elevene. – Mine veiledere har vært opptatt av (1) (2) (3) (4) (5) (6) relevant forskning. – Jeg er blitt dyktigere til å analysere klasseromsinteraksjon gjennom mine (1) (2) (3) (4) (5) (6) praksisveiledere. – Jeg har lært å gi konstruktiv faglig (1) (2) (3) (4) (5) (6) tilbakemelding til elever, takket mine 1 Ikke i det hele tatt 2 3 4 5 6 I svært stor grad praksisveiledere. – Alle medstudenter bidrar aktivt i (1) (2) (3) (4) (5) (6) veiledningssamtaler som jeg har vært på. – Praksisopplæringsperiodene har gitt meg anledning til å koble det jeg har lært på (1) (2) (3) (4) (5) (6) høgskolen/universitetet med det som skjer i skolen. – Jeg har fått erfaring med flerkulturell (1) (2) (3) (4) (5) (6) opplæring i løpet av praksisperiodene. – Veiledningsøktene på praksisskolene støttet opp under det vi hadde lært på (1) (2) (3) (4) (5) (6) høgskolen/universitetet før praksis. – Det er et tett samarbeid mellom lærerne på høgskolen/universitetet og lærerne på (1) (2) (3) (4) (5) (6) praksisskolene. – Faglærere på høgskolen/universitetet bruker våre praksiserfaringer i (1) (2) (3) (4) (5) (6) undervisningen på høgskolen/universitetet. – Utdanningen har et godt system for å evaluere studentenes erfaringer fra (1) (2) (3) (4) (5) (6) praksisopplæring. – Jeg har fått praksis i undervisningsfagene (1) (2) (3) (4) (5) (6) mine. Opplæringen gjennom studiet Under har vi listet opp en rekke elementer som er knyttet til studiet du går på. På en skala fra 1 til 6, der 1= Stemmer ikke i det hele tatt og 6= Stemmer helt, vil vi at du skal markere i hvor stor grad du mener at studiet har vektlagt de ulike elementene. Leseopplæring og lesing som grunnleggende ferdighet 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt – Jeg har kunnskap om teorier innen leseopplæring, med særlig vekt på begynneropplæringen (GLU 1-7 (1) (2) (3) (4) (5) (6) studenter)/videre leseopplæring (GLU 5-10 studenter). – Jeg har kunnskap om leseforståelse. (1) (2) (3) (4) (5) (6) – Jeg har kunnskap om flerspråklighet, flerspråklig praksis og om det å lære norsk (1) (2) (3) (4) (5) (6) som andrespråk. – Jeg har kunnskap om hvordan lesevansker (1) (2) (3) (4) (5) (6) kan forebygges. 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt – Jeg har arbeidet med lesing som grunnleggende ferdighet i alle fag jeg har (1) (2) (3) (4) (5) (6) tatt i lærerutdanningen. – Jeg har lært hvordan jeg kan styrke elevers leseferdigheter i alle fag som jeg har tatt i (1) (2) (3) (4) (5) (6) lærerutdanningen. – Det er stort sett i faget norsk jeg har lært noe om lesing og hvordan styrke elevers (1) (2) (3) (4) (5) (6) leseferdigheter. Opplæringen gjennom studiet Skriveopplæring og skriving som grunnleggende ferdigheter 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt – Jeg har kunnskap om skriveteorier. (1) (2) (3) (4) (5) (6) – Jeg har kunnskap om skrivestrategier. (1) (2) (3) (4) (5) (6) – Jeg kan sette iverk relevante tiltak for å (1) (2) (3) (4) (5) (6) styrke elevers skriveferdigheter. – Jeg har lært hvordan jeg kan bruke skriving for å styrke elevers læring i alle fagene som (1) (2) (3) (4) (5) (6) jeg har tatt i lærerutdanningen. – Det er stort sett i faget norsk jeg har lært noe om skriving og hvordan styrke elevers (1) (2) (3) (4) (5) (6) skriveferdigheter. Opplæringen gjennom studiet Regning som grunnleggende ferdighet 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt – Jeg kan sette i verk tiltak for å styrke (1) (2) (3) (4) (5) (6) elevers regneferdigheter. – Jeg har lært hvordan jeg kan bruke regning for å styrke elevers læring i alle fagene som (1) (2) (3) (4) (5) (6) jeg har tatt i lærerutdanningen. – Det er stort sett i faget matematikk jeg har lært noe om regning og og hvordan styrke (1) (2) (3) (4) (5) (6) elevers regneferdigheter. Opplæringen gjennom studiet Muntlige ferdigheter 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt – Jeg har kunnskap om muntlig som (1) (2) (3) (4) (5) (6) grunnleggende ferdighet hos elevene. – Jeg vet hvordan jeg kan fremme elevenes ferdigheter i å presentere et fagstoff (1) (2) (3) (4) (5) (6) muntlig. – Jeg vet hvordan jeg kan fremme elevenes (1) (2) (3) (4) (5) (6) ferdigheter til å ta del i og føre diskusjoner. – Jeg har lært hvordan jeg kan bruke muntlige ferdigheter til å styrke elevens (1) (2) (3) (4) (5) (6) læring i alle fagene som jeg har hatt i lærerutdanningen. – Det er stort sett i norsk jeg har arbeidet (1) (2) (3) (4) (5) (6) med muntlig som grunnleggende ferdighet. Opplæringen gjennom studiet IKT og digital kompetanse 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt – Eksterne kursholdere/forelesere har gitt meg opplæring i (1) (2) (3) (4) (5) (6) bruk av digitale verktøy. – Mine faglærere har gitt meg opplæring i bruk av digitale (1) (2) (3) (4) (5) (6) verktøy. – Faglærere er gode rollemodeller for hvordan vi kan bruke digitale verktøy i (1) (2) (3) (4) (5) (6) undervisningen. – Jeg har god innsikt i bruk av digitale verktøy for å fremme elevers (1) (2) (3) (4) (5) (6) læring. – Jeg har fått god trening i å bruke interaktiv tavle (f.eks. (1) (2) (3) (4) (5) (6) SmartBoard) i utdanningen på høgskolen/universitetet. – Jeg har fått god trening i å bruke interaktiv tavle (f.eks. (1) (2) (3) (4) (5) (6) SmartBoard) i praksisopplæringsperioder. – Praksisskolene forventer mer av min digitale kompetanse enn (1) (2) (3) (4) (5) (6) det utdanningen vektlegger. – Jeg kan bruke digitale verktøy for (1) (2) (3) (4) (5) (6) vurdering av elever. – Jeg har fått god innsikt i bruk av digitale (1) (2) (3) (4) (5) (6) 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt verktøy for administrativt arbeid i skolen. – Denne utdanningen har gitt meg god innsikt i etiske (1) (2) (3) (4) (5) (6) problemstillinger knyttet til skolens og elevers bruk av sosiale medier. Opplæringen gjennom studiet Samiske perspektiver 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt – Dette studiet har gitt meg dypere forståelse av hva en (1) (2) (3) (4) (5) (6) urbefolkning er. – Dette studiet har gitt meg god innsikt i utfordringer (1) (2) (3) (4) (5) (6) knyttet til det å være urbefolkning. – Dette studiet har framhevet betydningen av samisk kultur og (1) (2) (3) (4) (5) (6) historie. – Dette studiet har gjort meg i stand til å ivareta samiske (1) (2) (3) (4) (5) (6) perspektiver i grunnskolens opplæring. Opplæringen gjennom studiet Flerkulturell undervisning 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt – Jeg kjenner til forskjeller mellom norsk som (1) (2) (3) (4) (5) (6) andrespråksundervisning og tospråklig opplæring. – Jeg kjenner til kommunens ansvarsområder (1) (2) (3) (4) (5) (6) overfor flerspråklige elever. – Jeg kjenner til de juridiske rettighetene til (1) (2) (3) (4) (5) (6) flerspråklige elever. – Jeg kjenner til metoder for å organisere (1) (2) (3) (4) (5) (6) undervisning i grupper hvor flere språk er til stede. – Jeg (1) (2) (3) (4) (5) (6) 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt kjenner til metoder som øker læringsmuligheter for flerspråklige elever. – Jeg kjenner til metoder som ivaretar (1) (2) (3) (4) (5) (6) elevers språk/religion/kultur som ressurs. – Jeg kan fremme elevers sensibilitet for (1) (2) (3) (4) (5) (6) betydningen av kulturelle forskjeller. – Jeg kan stimulere identitetsdannelsen til elever som (1) (2) (3) (4) (5) (6) ikke har norsk som sitt morsmål. – Jeg vet hvordan jeg kan anvende alternative (1) (2) (3) (4) (5) (6) kunnskapssyn i klasserommet. – Jeg vet hvordan jeg språklig kan legge til (1) (2) (3) (4) (5) (6) rette for læring i fag. – Jeg kjenner til ulike verktøy for kartlegging (1) (2) (3) (4) (5) (6) av språkkompetanse. – Jeg vet hvordan jeg kan samarbeide med (1) (2) (3) (4) (5) (6) morsmålslærere. Opplæringen gjennom studiet Skolen som system og samarbeid med andre parter 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt – Gjennom dette studiet har jeg fått god innsikt i arbeidet (1) (2) (3) (4) (5) (6) til PPT/PPR. – Jeg har ikke lært noe som helst om arbeidet til barnevernet (1) (2) (3) (4) (5) (6) i løpet av studietiden og praksisopplæring. – Gjennom dette studiet har jeg fått god innsikt i arbeidet (1) (2) (3) (4) (5) (6) til BUP. – Studiet har gitt meg god innsikt i hvordan utdanningssektoren styres nasjonalt og (1) (2) (3) (4) (5) (6) lokalt. – Jeg har hatt god nytte av nettstedet til Utdanningsdirektoratet i løpet av (1) (2) (3) (4) (5) (6) studietiden. – Dersom jeg ble spurt her og nå, ville jeg kunne forklare (1) (2) (3) (4) (5) (6) forskjellen på en Melding til Stortinget og en 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt NOU. Forskningsbasert undervisning Under har vi listet opp en rekke påstander som gjelder forskningsbasert undervisning i studiet. På en skala fra 1 til 6, der 1 = Stemmer ikke i det helt tatt og 6 = Stemmer helt, vi vil at du skal markere det alternativet som best beskriver din oppfatning av hver påstand. I hvor stor grad stemmer påstandene under med din oppfatning av forskningsbasert undervisning i studiet? 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt – Jeg har hatt forskningslitteratur på pensum som er skrevet av noen av (1) (2) (3) (4) (5) (6) mine forelesere. – Lærerne mine har fortalt om sin egen (1) (2) (3) (4) (5) (6) forskning. – Jeg vet at mange av mine lærere forsker på (1) (2) (3) (4) (5) (6) problemstillinger som er svært relevante for meg å lære mer om. – Jeg har fått (1) (2) (3) (4) (5) (6) tilbud om å delta i et forskningsprosjekt. – Jeg har selv utført forskning i klasserom (1) (2) (3) (4) (5) (6) eller på en skole. – Jeg hadde ønsket at jeg hadde fått større mulighet til å bli involvert (1) (2) (3) (4) (5) (6) i forskning i løpet av studietiden. – Vi har hatt mange diskusjoner om ny forskning i alle fagene jeg har (1) (2) (3) (4) (5) (6) tatt. – Jeg er i stand til å søke etter ny forskningslitteratur i (1) (2) (3) (4) (5) (6) internasjonale databaser som f.eks. ERIC og EBSCO. – Jeg har fått god trening i å lese (1) (2) (3) (4) (5) (6) engelskspråklige forskningsartikler. – Jeg har forsøkt å unngå å bruke engelskspråklige tekster som kilder i (1) (2) (3) (4) (5) (6) mine egne skriftlige oppgaver (skriftlige innleveringsoppgaver). – Jeg vil være i stand til å bruke observasjon som metode (1) (2) (3) (4) (5) (6) til å utvikle min egen praksis som 1 Stemmer ikke i det 2 3 4 5 6 Stemmer helt hele tatt lærer. – Jeg har fått god erfaring med forskningsmetoder som (1) (2) (3) (4) (5) (6) jeg vil ha bruk for som lærer. – Forskningen som jeg har møtt i mine studier vil hjelpe (1) (2) (3) (4) (5) (6) meg i undervisningen. – Det er ikke relevant for meg som lærer at jeg har kunnskap om kvantitative (1) (2) (3) (4) (5) (6) forskningsmetoder. – Kunnskap om kvalitative forskningsmetoder er ikke relevant for (1) (2) (3) (4) (5) (6) lærere. Profesjonalitet og profesjonsretting Du skal snart begynne på arbeidet som lærer. Hvordan vil du vurdere dine egne ferdigheter, kunnskaper og muligheter til... 1 Lite god 2 3 4 5 6 Veldig god …. Å støtte elevers læring slik at de vil være i stand til å (1) (2) (3) (4) (5) (6) anvende kunnskap i nye situasjoner og på nye måter? …. Å støtte alle elever slik at de når ambisiøse (1) (2) (3) (4) (5) (6) læringsmål? … å utvikle læringsautonomi (1) (2) (3) (4) (5) (6) hos elever? … å kunne (1) (2) (3) (4) (5) (6) hindre at atferdsproblemer oppstår? … å kunne (1) (2) (3) (4) (5) (6) fremme positiv atferd i en elevgruppe? … å motivere (1) (2) (3) (4) (5) (6) foresatte til å delta i skolens aktiviteter? … å påvirke (1) (2) (3) (4) (5) (6) samarbeidsmiljøet blant kolleger? ... å (1) (2) (3) (4) (5) (6) påvirke undervisningskvaliteten ved skolen? Din profesjon De følgende utsagn dreier seg om din profesjon som lærer. Kryss av det tallet som best uttrykker din uenighet/enighet om følgende påstander: 1 Helt uenig 2 3 4 5 6 Helt enig – Læreryrket er en ideell profesjon helt til (1) (2) (3) (4) (5) (6) pensjonsalderen. – Jeg tenker at jeg vil være lærer et par år og så prøve noe (1) (2) (3) (4) (5) (6) annet. – Hvis jeg kunne begynne på nytt, ville jeg ikke ha valgt (1) (2) (3) (4) (5) (6) lærerutdanning. – Jeg har tenkt å studere videre etterpå og tar sikte på en (1) (2) (3) (4) (5) (6) doktorgrad (PhD). – Jeg tror jeg vil trives altfor godt som lærer til å (1) (2) (3) (4) (5) (6) slutte. – Hvis jeg kunne gå over til noe annet enn læreryrket og få (1) (2) (3) (4) (5) (6) samme lønn, ville jeg antakelig gjøre det. – Jeg vil bestemt skape meg en karriere (1) (2) (3) (4) (5) (6) innenfor læreryrket. Ditt arbeid som lærer De følgende utsagn dreier seg om ditt arbeid som lærer. Velg det tallet som best uttrykker din uengihet/enighet om følgende påstander: 1 Helt uenig 2 3 4 5 6 Helt enig – Videreutdanning vil være viktig for at jeg skal trives og (1) (2) (3) (4) (5) (6) lykkes som lærer. – Etter mitt syn ville det være en fordel å gjøre (1) (2) (3) (4) (5) (6) videreutdanning for lærere obligatorisk. – Nå har jeg studert såpass mange år at det blir lenge til jeg (1) (2) (3) (4) (5) (6) vil ta en ny eksamen. – Jeg må finne arbeid på en skole hvor rektor forventer og (1) (2) (3) (4) (5) (6) støtter kollegabasert læring og utvikling. Tusen takk for hjelpen! Vennligst trykk "avslutt" for å lagre svarene dine. Appendix 11: Questionnaire, mentor teachers Spørreskjema for alle lærere som arbeider på en praksisskole som tar i mot grunnskolelærerstudenter Følgegruppen for lærerutdanningsreformen er oppnevnt av Kunnskapsdepartementet til å følge innføringen av grunnskolelærerutdanningene. En av våre hovedoppgaver er å samle, analysere og gjøre kjent data om reformen. Dette er en spørreundersøkelse som sendes ut til alle lærere som arbeider på en praksisskole som tar imot grunnskolelærerstudenter. Undersøkelsen er en del av Følgegruppens siste datainnsamling, og resultatene vil inngå i rapportering til KD og lærerutdanningsinstitusjonene våren 2015. Alle lærerutdanningsinstitusjoner som deltar vil få innsikt i egne resultater, men detaljeringsgraden av dette vil være avhengig av svarprosenten/antall deltakere. Alle som svarer på undersøkelsen skal være sikre på at anonymitet ivaretas, derfor vil noen analyser kun bli gjort på storgruppenivå på tvers av alle eller grupper av institusjoner for å sikre stor nok N (antall deltakere). Det er frivillig å delta i undersøkelsen, og det er mulig å trekke seg underveis eller la være å svare på enkelte spørsmål. Vi håper at du vil finne undersøkelsen interessant, og at du vil bruke litt tid (ca. 10- 15 minutter) på å svare på spørsmålene som følger. Bakgrunn Kjønn Jeg er... (1) Mann (2) Kvinne Jeg er født i ... (oppgi fødselsår - 4 år) ______ Bakgrunn Sett kryss ved den grunnutdanningen som best beskriver din utdanningsbakgrunn: (1) Førskolelærer (2) Allmenn-/grunnskolelærer (3) Faglærer (4) PPU Hvor mange års utdanning totalt sett har du fra høgskole/ universitet? (For eksempel 3-årig allmennlærer + 2 grunnfag = 5 år) ______ Bakgrunn Har du fullført hovedfag/mastergrad? (1) Ja (2) Nei Bakgrunn Jeg er ansatt på følgende skole: (navn på skolen) ______ Hvilken høgskole/universitet har din skole en praksisskoleavtale med? (1) Høgskolen i Bergen (2) Høgskolen i Buskerud og Vestfold (Campus Drammen) (3) Høgskolen i Buskerud og Vestfold (Campus Vestfold) (4) Høgskolen i Hedmark (5) Høgskolen i Nesna (6) Høgskolen i Nord-Trøndelag (7) Høgskolen i Oslo og Akershus (8) Høgskolen i Sogn og Fjordane (9) Høgskolen i Stord/Haugesund (10) Høgskolen i Sør-Trøndelag (11) Høgskolen i Telemark (12) Høgskolen i Volda (13) Høgskolen i Østfold (14) NLA Høgskolen (15) Universitetet i Agder (16) Universitetet i Nordland (17) Universitetet i Stavanger (18) Universitetet i Tromsø (Campus Alta) (19) Universitetet i Tromsø (Campus Tromsø) (20) Samisk Høgskole Bakgrunn Hvilket klassetrinn har du flest undervisningstimer på? Dersom du har like mange timer på flere av alternativene, kan du krysse av for flere. (Trinn jeg underviser mest på:) (1) 1-2 (2) 3-4 (3) 5-7 (4) 8-10 Totalt antall år du har jobbet som lærer i grunnskolen Antall år (rund av til nærmeste hele år): ______ Fag Har du formell kompetanse i de fagene du underviser i? Lærerutdanningene har behov for kunnskap om hvilke fag det vil være bruk for i skolene i framtiden. Vi ber deg derfor om å krysse av for om du har formell kompetanse i de fagene som du selv underviser i dette studieåret (2013-2014). Svar kun for de fagene som du underviser i. Formell kvalifisering=minimum 30 studiepoeng eller tilsvarende 1/2- årsstudium. Ja Nei Norsk (1) (2) Norsk som andrespråk (1) (2) Engelsk (1) (2) Tysk, spansk, fransk eller andre (1) (2) fremmedspråk Matematikk (1) (2) Natur og Miljø (1) (2) Samfunnsfag (1) (2) RLE (1) (2) Kunst & Håndverk (1) (2) Kroppsøving/Friluft (1) (2) Mat & Helse (1) (2) Musikk (1) (2) Annet (1) (2) Å være lærer - undervisning og læring I det som nå følger, spør vi en del om hvordan du opplever det å være lærer. Når du svarer på spørsmålene, ber vi deg om å tenke på den elevgruppen du har flest timer sammen med. Dersom du har like mange timer sammen med flere grupper, ber vi deg om å velge èn av disse gruppene som du svarer ut fra. Vennligst velg det alternativet som best angir ditt svar. 1 Aldri 2 3 4 5 6 Svært ofte - Mine elever er klar over (1) (2) (3) (4) (5) (6) 1 Aldri 2 3 4 5 6 Svært ofte læringsmål for min undervisning - Elever er med på å sette (1) (2) (3) (4) (5) (6) læringsmål for arbeidet - Elevene arbeider i forhold (1) (2) (3) (4) (5) (6) til arbeidsplaner/ukeplaner - Jeg følger opp og veileder elevene (1) (2) (3) (4) (5) (6) aktivt på hvordan samarbeide i grupper - Jeg arbeider bevisst med at elevene må selv stille spørsmål om det (1) (2) (3) (4) (5) (6) emnet de skal lære - Jeg arbeider bevisst med å utvikle min egen tilbakemelding til (1) (2) (3) (4) (5) (6) elever slik at tilbakemeldingen blir læringsfremmende - Jeg sørger for at elevene (1) (2) (3) (4) (5) (6) har nok tid til å gå i dybden på viktige emner Å være lærer - arbeidsmiljø Vennligst velg det alternativet som best angir ditt svar. Jeg deltar i samarbeid med kollegaer hvor: 1 Aldri 2 3 4 5 6 Svært ofte ...vi bruker mye tid på å (1) (2) (3) (4) (5) (6) planlegge undervisning sammen …vi utvikler undervisningsmateriell (1) (2) (3) (4) (5) (6) sammen ...vi gjennomfører (1) (2) (3) (4) (5) (6) undervisning sammen …vi observerer hverandres (1) (2) (3) (4) (5) (6) undervisning for å studere elevers læring ...vi deltar i (1) (2) (3) (4) (5) (6) kollegaveiledning ...vi samarbeider om (1) (2) (3) (4) (5) (6) elevvurdering ...vi diskuterer vår egen undervisning (1) (2) (3) (4) (5) (6) og pedagogisk praksis …vi diskuterer litteratur som vi har lest om undervisning og (1) (2) (3) (4) (5) (6) pedagogisk praksis …vi arbeider på tvers av (1) (2) (3) (4) (5) (6) fag …vi arbeider på tvers av (1) (2) (3) (4) (5) (6) trinn 1 Aldri 2 3 4 5 6 Svært ofte ...vi drøfter profesjonsetiske problemstillinger som vi opplever i (1) (2) (3) (4) (5) (6) hverdagen ...vi drøfter den profesjonsetiske (1) (2) (3) (4) (5) (6) plattformen som er utarbeidet ...jeg er godt kjent med den (1) (2) (3) (4) (5) (6) profesjonsetiske plattformen ...vi diskuterer forskningslitteratur som er relevant for vår (1) (2) (3) (4) (5) (6) praksis ...vi samarbeider om utviklingsprosjekter for å bedre vår egen (1) (2) (3) (4) (5) (6) praksis Om å være praksisskole Vennligst velg det alternativet som best angir ditt svar. 1 Helt uenig 2 3 4 5 6 Helt enig - Lærerstudentene som kommer hit til praksisopplæring oppleves som en (1) (2) (3) (4) (5) (6) ressurs på denne skolen - Vi lærer mye av å være (1) (2) (3) (4) (5) (6) praksisskole - Det er en påkjenning for (1) (2) (3) (4) (5) (6) elevene å ha så mange studenter på skolen - Elevene lærer mindre når de (1) (2) (3) (4) (5) (6) har lærerstudenter i praksis - Elevene blir mer urolige (1) (2) (3) (4) (5) (6) når vi har lærerstudenter i praksis - Å være praksisskole er (1) (2) (3) (4) (5) (6) et kollektivt ansvar hos oss - Hele lærerkollegiet på denne skolen er engasjert i forarbeid til (1) (2) (3) (4) (5) (6) praksisperioder - Hele lærerkollegiet på denne skolen får god informasjon før hver (1) (2) (3) (4) (5) (6) praksisperiode - Studenter bruker denne skolen som studie- og (1) (2) (3) (4) (5) (6) utforskingsarena også utenom de avtalte praksisperiodene. - Hele kollegiet drøfter hva det vil si å være (1) (2) (3) (4) (5) (6) praksisskole 1 Helt uenig 2 3 4 5 6 Helt enig - Hele kollegiet drøfter hvordan vi fungerer som (1) (2) (3) (4) (5) (6) rollemodeller for studentene - Denne skolen deltar i FoU-samarbeid med (1) (2) (3) (4) (5) (6) høgskolen/universitetet Profesjonell identitet Som ansatt i grunnskolen og som ansatt på en praksisskole har du flere roller å fylle. Tre sentrale roller er: fagperson (dvs disiplin eller fagorientert) – lærer (for elever)– lærerutdanner (for studenter). I det som følger ber vi deg oppgi i hvor stor grad din profesjonelle identitet er knyttet til disse rollene. Min profesjonelle identitet er knyttet til å være: 1 Ikke i det hele tatt 2 3 4 5 6 I stor grad Fagperson (1) (2) (3) (4) (5) (6) Lærer (for elever) (1) (2) (3) (4) (5) (6) Lærerutdanner (for (1) (2) (3) (4) (5) (6) studenter) Praksislærer Har du noen gang vært praksislærer for lærerstudenter? (1) Ja (2) Nei Var du praksislærer for lærerstudenter studieåret 2013-2014? (1) Ja (2) Nei Praksislærer Dersom du svarte JA på det siste spørsmålet, ber vi deg om å svare på spørsmålene som følger om det å være praksislærer. I 2013-2014 hadde jeg studenter som var i følgende studieår: (1) 1.året (2) 2.året (3) 3.året (4) 4.året (5) 5.året Å være praksislærer Antall års erfaring som lærer for lærerstudenter/praksislærer: Antall år (rund av til nærmeste hele tall) ______ Å være praksislærer Her er noen spørsmål knyttet til hvorfor du valgte å bli praksislærer. Vennligst velg det alternativet som best angir ditt svar. 1 Helt uenig 2 3 4 5 6 Helt enig - Jeg har valgt å bli praksislærer først og fremst fordi det har positiv (1) (2) (3) (4) (5) (6) betydning for mine elever - Jeg har valgt å bli praksislærer (1) (2) (3) (4) (5) (6) fordi min rektor/ledelsen ba meg om det - Jeg har valgt å bli praksislærer fordi det er viktig for min egen (1) (2) (3) (4) (5) (6) utvikling som lærer - Jeg har utdanning som veileder og ønsker å bruke denne (1) (2) (3) (4) (5) (6) kunnskapen - Å være praksislærer er et (1) (2) (3) (4) (5) (6) viktig arbeid - Å være praksislærer gir (1) (2) (3) (4) (5) (6) status på denne skolen - Jeg har valgt å bli praksislærer fordi jeg liker å bidra til studenters forståelse (1) (2) (3) (4) (5) (6) av det å være lærer Forberedelse til praksisperioder Vennligst velg det alternativet som best angir ditt svar. 1 Helt uenig 2 3 4 5 6 Helt enig - Høgskolen/universitetet forbereder studentenes praksisopphold på (1) (2) (3) (4) (5) (6) en god måte - Jeg planlegger praksisperioder sammen med ansatte i (1) (2) (3) (4) (5) (6) lærerutdanningen - Jeg er godt kjent med praksisplanen utarbeidet ved (1) (2) (3) (4) (5) (6) lærerutdanningen som vi samarbeider med - Læringsutbytteformuleringene for praksisopplæringsperiodene har stor (1) (2) (3) (4) (5) (6) betydning for hvordan jeg planlegger 1 Helt uenig 2 3 4 5 6 Helt enig studentenes opplæring - Læringsutbytteformuleringene gir gode rammer for vurdering av (1) (2) (3) (4) (5) (6) studentenes kunnskap og ferdigheter som lærer - Jeg kjenner til læringsutbytteformuleringene for (1) (2) (3) (4) (5) (6) studentene i de fagene som de studerer i utdanningen Gjennomføring av praksis Vennligst velg det alternativet som best angir ditt svar. 1 Helt uenig 2 3 4 5 6 Helt enig - Lærere fra høgskole/universitet er for lite til stede i (1) (2) (3) (4) (5) (6) studentenes praksisperioder - Faglærere fra høgskole/universitetet bidrar til utforsking av faglige spørsmål sammen med (1) (2) (3) (4) (5) (6) studentene og meg mens studentene er i praksisopplæring - Lærere fra høgskole/universitet gir meg god støtte i (1) (2) (3) (4) (5) (6) arbeidet som praksislærer - Jeg møter knapt studentenes lærere på (1) (2) (3) (4) (5) (6) høgskolen/universitetet i løpet av praksisperiodene - Ledelsen på min skole følger opp arbeidet mitt som (1) (2) (3) (4) (5) (6) praksislærer - På min skole har lærerteamet på trinnet ansvar (1) (2) (3) (4) (5) (6) for studentenes praksis - Jeg får god støtte på denne skolen i arbeidet (1) (2) (3) (4) (5) (6) mitt som praksislærer - På min skole tar ledelsen aktivt del i (1) (2) (3) (4) (5) (6) studentenes praksisopplæring - Studentene får praksis i de fagene som de (1) (2) (3) (4) (5) (6) studerer - Det er umulig for oss å vektlegge (1) (2) (3) (4) (5) (6) studentenes fagvalg i praksisopplæringen Veiledning i praksisopplæring Vennligst velg det alternativet som best angir ditt svar. 1 Aldri 2 3 4 5 6 Svært ofte - Det er lærerstudentene som bestemmer tema i (1) (2) (3) (4) (5) (6) veiledningssamtalene - Lærerstudentene og jeg avklarer våre forventninger til (1) (2) (3) (4) (5) (6) veiledningssamtalene før møtet tar til - Jeg forholder meg til læringsutbyttene for praksisperioden når jeg planlegger tema for (1) (2) (3) (4) (5) (6) veiledning - Vi kommer fram til tema (1) (2) (3) (4) (5) (6) for veiledningssamtalene i fellesskap - Lærerstudentene viser god (1) (2) (3) (4) (5) (6) evne til kritisk refleksjon over praksis - Jeg lærer mye av veiledningssamtalene (1) (2) (3) (4) (5) (6) våre - I veiledningssamtalene, er studentene opptatt av spørsmål om faget (1) (2) (3) (4) (5) (6) det undervises i - Studentene er opptatt av elevers sosiale relasjoner i (1) (2) (3) (4) (5) (6) veiledningssamtalene - I veiledningssamtalene, er studentene opptatt av å utforske ulike (1) (2) (3) (4) (5) (6) undervisningsmetoder i forhold til elevers læring - Studentene refererer til ulike teorier de har lært om i løpet av (1) (2) (3) (4) (5) (6) studiene når vi har veiledningssamtaler - Studentene viser god innsikt i fagene som (1) (2) (3) (4) (5) (6) de får undervise i Studentene viser god innsikt i forskning om (1) (2) (3) (4) (5) (6) undervisning som fremmer læring - Jeg knytter observasjoner til teori i løpet av veiledningssamtaler med (1) (2) (3) (4) (5) (6) studenter Vurdering Vennligst velg det alternativet som best angir ditt svar. 1 Helt uenig 2 3 4 5 6 Helt enig - Jeg står ganske alene når det gjelder vurdering (1) (2) (3) (4) (5) (6) av lærerstudenter - Praksislærerne på denne skolen samarbeider om vurdering (1) (2) (3) (4) (5) (6) av lærerstudenter - Vi (1) (2) (3) (4) (5) (6) legger mye arbeid i vurdering av studentene - Vi samarbeider med høgskolen/universitetet (1) (2) (3) (4) (5) (6) om vurdering av lærerstudenter i praksis - Høgskolen/universitetet tar ikke hensyn til (1) (2) (3) (4) (5) (6) våre bekymringsmeldinger om studenter Skikkethetsvurdering Vennligst velg det alternativet som best angir ditt svar. 1 Helt uenig 2 3 4 5 6 Helt enig - Jeg har god kjennskap til forskriften om (1) (2) (3) (4) (5) (6) skikkethetsvurdering - Jeg samarbeider godt med høgskolen/universitetet i f.t. (1) (2) (3) (4) (5) (6) skikkethetsvurdering - Jeg har fått opplæring i skikkethetsvurdering av (1) (2) (3) (4) (5) (6) høgskolen/universitetet Etterarbeid Vennligst velg det alternativet som best angir ditt svar. 1 Helt uenig 2 3 4 5 6 Helt enig - Høgskolen/universitetet etterspør mine erfaringer med studentenes (1) (2) (3) (4) (5) (6) praksisopplæring - Høgskolen/universitetet tar hensyn til mine (1) (2) (3) (4) (5) (6) erfaringer med praksisopplæring 1 Helt uenig 2 3 4 5 6 Helt enig - Jeg er med på å videreutvikle praksisopplæring i (1) (2) (3) (4) (5) (6) samarbeid med høgskolen/universitetet Innhold i praksisopplæring I løpet av praksisperiodene, hvor mye trening eller øvelse får studentene i.. 1 Ingen 2 3 4 5 6 Svært mye … (1) (2) (3) (4) (5) (6) læreplananalyse … (1) (2) (3) (4) (5) (6) planlegging av lengre perioder …planlegging av enkeltøkter (1) (2) (3) (4) (5) (6) … å utvikle læringsmål for enkeltøkter (1) (2) (3) (4) (5) (6) … å undervise elevgrupper/klasser på (1) (2) (3) (4) (5) (6) egenhånd …å håndtere konflikter blant elever (1) (2) (3) (4) (5) (6) …å gjennomføre elevsamtaler (1) (2) (3) (4) (5) (6) …å observere eller gjennomføre foreldresamtaler (1) (2) (3) (4) (5) (6) ...å vurdere skolens planer (1) (2) (3) (4) (5) (6) ...å identifisere, analysere og håndtere profesjonsetiske (1) (2) (3) (4) (5) (6) dilemmaer … (1) (2) (3) (4) (5) (6) å observere og drøfte din undervisning …å observere og vurdere elevers samarbeid (1) (2) (3) (4) (5) (6) …å observere undervisning og vurdere denne kritisk i forhold til elevers (1) (2) (3) (4) (5) (6) læring …å observere undervisning og vurdere denne kritisk i forhold til (1) (2) (3) (4) (5) (6) undervisningsmetoder …å håndtere uønsket elevatferd (1) (2) (3) (4) (5) (6) …å prøve ut og vurdere ulike (1) (2) (3) (4) (5) (6) undervisningsmetoder 1 Ingen 2 3 4 5 6 Svært mye …å lede faglige samtaler med enkeltelever (1) (2) (3) (4) (5) (6) eller en elevgruppe ...å tolke testresultater (1) (2) (3) (4) (5) (6) Grunnleggende ferdigheter Vennligst velg det alternativet som best angir ditt svar. 1 Helt uenig 2 3 4 5 6 Svært enig - Jeg har kunnskap om teorier innen leseopplæring, med særlig vekt på begynneropplæringen (GLU 1-7 (1) (2) (3) (4) (5) (6) studenter)/videre leseopplæring (GLU 5-10 studenter) - Jeg har kunnskap om (1) (2) (3) (4) (5) (6) leseforståelse - Jeg har kunnskap om flerspråklighet, flerspråklig praksis og om det (1) (2) (3) (4) (5) (6) å lære norsk som andrespråk - Jeg har kunnskap om hvordan (1) (2) (3) (4) (5) (6) lesevansker kan forebygges - Jeg sørger for at lærerstudentene arbeider med lesing som grunnleggende ferdighet i (1) (2) (3) (4) (5) (6) alle fag jeg har - Studentene får øvelse i relevante tiltak for å styrke elevers (1) (2) (3) (4) (5) (6) skriveferdigheter - Studentene lærer hvordan de kan bruke regning for å styrke elevers læring i (1) (2) (3) (4) (5) (6) alle fagene som jeg har - Lærerstudentene får øvelse i hvordan de kan (1) (2) (3) (4) (5) (6) fremme elevenes ferdigheter til å ta del i og føre diskusjoner - Studentene lærer hvordan de kan bruke muntlige ferdigheter til å styrke elevenes (1) (2) (3) (4) (5) (6) læring i alle fagene - Jeg har god innsikt i bruk av (1) (2) (3) (4) (5) (6) digitale verktøy for å fremme elevers læring - Studentene får god trening i å bruke interaktiv tavle (f.eks. SmartBoard) i løpet av (1) (2) (3) (4) (5) (6) praksisopplæringsperioder - Jeg forventer mer av studentenes digitale (1) (2) (3) (4) (5) (6) kompetanse enn det utdanningen vektlegger - Jeg tar opp etiske problemstillinger knyttet (1) (2) (3) (4) (5) (6) 1 Helt uenig 2 3 4 5 6 Svært enig til skolens og elevers bruk av sosiale medier med studentene - Jeg bruker digitale verktøy i vurdering av (1) (2) (3) (4) (5) (6) elever Flerkulturelle perspektiv Vi ber deg om å velge det alternativet som best angir ditt svar. 1 Helt uenig 2 3 4 5 6 Svært enig - Når studenter har praksisopplæring på denne skolen, får de god opplæring i hva det vil si å arbeide i (1) (2) (3) (4) (5) (6) flerkulturelle og flerspråklige klasser - Studenter lærer metoder for å organisere undervisning i grupper hvor (1) (2) (3) (4) (5) (6) flere språk er til stede - Studenter får kjennskap til metoder som øker læringsmuligheter for (1) (2) (3) (4) (5) (6) flerspråklige elever - Studenter får prøve ut undervisning som ivaretar elevers (1) (2) (3) (4) (5) (6) språk/religion/kultur som ressurs - Studenter får erfare kartleggingsverktøy for (1) (2) (3) (4) (5) (6) å kartlegge språkvansker - Studenter får erfaring med samarbeid med (1) (2) (3) (4) (5) (6) morsmålslærere FoU-arbeid Vi ber deg om å velge det alternativet som best angir ditt svar. 1 Helt uenig 2 3 4 5 6 Svært enig - Jeg vektlegger at studentene skal anvende teoretiske (1) (2) (3) (4) (5) (6) perspektiver når de planlegger undervisning - Jeg sørger for at studentene utvikler evne til å observere (1) (2) (3) (4) (5) (6) klasseromsinteraksjon - Jeg sørger for at studentene utvikler evne til å analysere (1) (2) (3) (4) (5) (6) klasseromssituasjoner 1 Helt uenig 2 3 4 5 6 Svært enig - Jeg sørger for at studentene anvender observasjoner og (1) (2) (3) (4) (5) (6) analyser i deres planlegging av læringsøkter - Jeg samarbeider med faglærere på høgskolen/universitetet (1) (2) (3) (4) (5) (6) om FoU-arbeid - Jeg utfører mindre undersøkelser i klasserommet sammen med (1) (2) (3) (4) (5) (6) studentene - Jeg vektlegger nyere forskning i mine veiledningsøkter med (1) (2) (3) (4) (5) (6) studentene - Jeg må holde meg oppdatert faglig for å utføre mitt arbeid (1) (2) (3) (4) (5) (6) som lærer Nyutdannede lærere Basert på din erfaring (selv om du er nytilsatt), hvor stor del av nyutdannede lærere vil du si… 1 Ingen 2 3 4 5 6 Alle …klarer overgangen til læreryrket på en utmerket måte, så å si (1) (2) (3) (4) (5) (6) ingen problemer … har moderate problemer med overgangen, (1) (2) (3) (4) (5) (6) litt problemer – men ikke store problemer … har store problemer med (1) (2) (3) (4) (5) (6) overgangen Tusen takk for hjelpen! 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