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Teachers’ pedagogical reasoning and reframing of practice in digital contexts

Jörgen Holmberg (Department of Educational Sciences, University of Gävle, Gävle, Sweden)
Göran Fransson (Faculty of Education and Business Studies, University of Gävle, Gävle, Sweden)
Uno Fors (Department of Computer and Systems Sciences (DSV), Stockholm University, Stockholm, Sweden)

International Journal of Information and Learning Technology

ISSN: 2056-4880

Article publication date: 5 March 2018

Abstract

Purpose

The purpose of this paper is to advance the understanding of teachers’ reframing of practice in digital contexts by analysing teachers’ pedagogical reasoning processes as they explore ways of using information and communication technologies (ICT) to create added pedagogical value.

Design/methodology/approach

A design-based research (DBR) approach is employed, in which the on-site researcher collaborates with eight teachers of English as a foreign language in four Swedish schools over a period of two years. Multiple data sources are included for thematic coding and analysis. The technological pedagogical content knowledge (TPACK) framework is used as a conceptual construct in the analysis.

Findings

The findings show that teachers’ pedagogical reasoning is a complex and multidimensional process and is closely integrated with teachers’ reframing of practice. Common characteristics in the teachers’ reframing of practice are identified. The results highlight the reciprocal relationship between developments in teachers’ pedagogical reasoning and TPACK development and the need for a distinction between general and specific, theoretical and practical TPACK.

Research limitations/implications

An increased focus on TPACK research on teachers’ pedagogical reasoning is required. DBR is a relevant approach for this.

Practical implications

The pedagogical uses of ICT identified as adding value could benefit teachers in other contexts.

Originality/value

Rich data from multiple design contexts are collected and analysed over time through DBR. The paper contributes new knowledge about the process of pedagogical reasoning and its relation to teachers’ reframing of practice. The paper also contributes to TPACK theory development.

Keywords

Citation

Holmberg, J., Fransson, G. and Fors, U. (2018), "Teachers’ pedagogical reasoning and reframing of practice in digital contexts", International Journal of Information and Learning Technology, Vol. 35 No. 2, pp. 130-142. https://doi.org/10.1108/IJILT-09-2017-0084

Publisher

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Emerald Publishing Limited

Copyright © 2018, Emerald Publishing Limited