Implementing Digital Individual Development Planning in Teacher Education: The Challenges of Communication in Relation to the Development of ICT-Supported Methods

Autor/in	Granberg, Carina
Titel	Implementing Digital Individual Development Planning in Teacher Education: The Challenges of Communication in Relation to the Development of ICT-Supported Methods
Quelle	In: Technology, Pedagogy and Education, 18 (2009) 2, S.123-135 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-939X
Schlagwörter	Change Agents; Educational Change; Teacher Educators; Teacher Education; Program Implementation; Interviews; Reflection; Adoption (Ideas); Teaching Methods; Faculty Development; Content Analysis; Pilot Projects; Educational Policy; Educational Technology; Computer Assisted Instruction; Technology Integration; Computer Uses in Education; Instructional Design; Foreign Countries; Sweden + Suchen Sie Ihr Suchwort? Bildungsreform; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Ideas; Ideenfindung; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse; Pilot project; Modellversuch; Pilotprojekt; Politics of education; Bildungspolitik; Unterrichtsmedien; Computer based training; Computerunterstützter Unterricht; Computernutzung; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Schweden
Abstract	This paper presents a study of the experiences of a group of teacher educators during the 2006-2007 academic year, when they participated in a project to try out and implement digital individual development planning (which in Swedish is digital "Individuella Utvecklings-Planer" or IUP) in a teacher education faculty at a Swedish university. The project group consisted of seven female teacher educators and three colleague mentors. They shared their experiences of the project and how they viewed their roles in the implementation process through individual narrative interviews. In order to illuminate how the attributes of digital IUP were perceived and how these attributes were communicated within the faculty, the data were analysed in the light of Rogers' (2003) diffusion of innovation theory. Furthermore, concepts of symbolic capital from Bourdieu (1984) were used in analysing the teacher educators' positions as change agents. The article presents a discussion of the circumstances in which digital IUP promotes reflective dialogue. Furthermore, it illuminates the change process and the participants as change agents from a power relations perspective, highlighting communication and shared pedagogical visions. (Contains 1 figure.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10