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Legitimation of digitalisation in education. A case study of vocational student teachers´ lesson plans
Dalarna University, School of Language, Literatures and Learning, Swedish.ORCID iD: 0000-0001-7745-8034
2023 (English)In: Utbildning och Lärande / Education and Learning, ISSN 2001-4554, Vol. 17, no 1, p. 65-83Article in journal (Refereed) Published
Abstract [en]

In 2018, the curricula and subject syllabi in Sweden were revised, the aim being to increase the digital competence of pupils. This article presents a study of how vocational student teachers at upper-secondary school legitimise the use of digital tools in their lesson planning as a means to support the learning of pupils. This provides knowledge of what vocational student teachers view as central to their teaching. Using Theo van Leeuwen's legitimation analysis, the lesson plans of 25 vocational student teachers, as well as eight ethnographic interviews, were analysed. In legitimation, the vocational student teacher argues using references or actions that need to be performed, or not performed. The task of the argument is to justify language or actions so that they are acceptable to others. Legitimation also makes visible the relationships and responsibilities between different parties. The results show that vocational student teachers legitimise their choices to authority. The lesson plans are based on the relationship of vocational student teachers to their own actions in teaching. However, how pupils develop their learning and digital competence is not affected. The digital tools as resources in teaching are legitimised with reference to speed, agility, control, and overview. The use of digital tools links strongly to writing, which affects the educational environment and professional life.

Abstract [sv]

2018 reviderades läroplanerna och ämnesplanerna i Sverige med syfte att stärka elevernas digitala kompetenser. Syftet med denna artikel är att undersöka hur yrkeslärarstudenter i gymnasieskolan legitimerar användning av digitala verktyg i lektionsplaneringar för att stödja elevers lärande. I artikeln analyseras vilken kunskap, vilka möjligheter och utmaningar som yrkeslärarstudenter konstruerar som legitima i sina lektionsplaneringar i relation till digitaliseringsreformen. Detta ger ett kunskapsbidrag om vad yrkeslärarstudenterna motiverar som centralt i undervisningspraktiken. Utifrån Theo van Leeuwens legitimeringsanalys analyseras 25 yrkeslärarstudenters lektionsplaneringar samt åtta etnografiska intervjuer. Legitimeringsanalysen illustrerar yrkeslärarstudentens argumentering med referenser eller med handlingar som behöver utföras, eller inte utföras. Argumenten har till uppgift att rättfärdiga språkande eller handlingar så de blir accepterade av andra. Legitimeringen synliggör även relationer och ansvar mellan parter. Resultaten visar att yrkeslärarstudenterna legitimerar sina val till auktoritet. Lektionsplaneringarna utgår från yrkeslärarstudenternas förhållande till sitt eget handlande i undervisningen. Hur eleverna ska utveckla sitt lärande och digitala kompetenser berörs dock inte. De digitala verktygen som resurser i undervisningen legitimeras med referenser till snabbhet, smidighet, kontroll och överblick. Användande av digitala verktyg är starkt kopplat till skrivande vilket inverkar på studie- och arbetsliv.

Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2023. Vol. 17, no 1, p. 65-83
Keywords [en]
vocational student teachers, teacher education, lesson plans, digitalisation, legitimation
Keywords [sv]
yrkeslärarstudenter, lärarutbildning, lektionsplanering, digitalisering, legitimering
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:du-45572DOI: 10.58714/ul.v17i1.12757OAI: oai:DiVA.org:du-45572DiVA, id: diva2:1741234
Available from: 2023-03-03 Created: 2023-03-03 Last updated: 2023-04-27Bibliographically approved

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Nordmark, Marie

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Citation style
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