Digitala kompetenser hos lärare - En studie om flera samhällsorienterade pedagogers digitala kompetenser

Abstract

The world is becoming increasingly more digital, which has created a need for teachers to teach students how to use digital tools along with the traditional skills. According to the TPACK theory, teachers should be equipped with equal parts pedagogical, subject and digital competence (2013). Despite this, research indicates that teachers currently do not have sufficient digital skills, and the lack of empirical studies on SO-teachers at secondary school is also evident. This study aims to investigate which digital skills SO-teachers have and what shortcomings there may be. As a measuring instrument the EU framework of digital competence written by Redecker was used which is based on six themes (2017). As a method, qualitative semi-structured interviews were conducted with seven SO-teachers, the data were analyzed based on how well their description of reality agrees with Redeckers six themes. The results show that SO-teachers digital competencies vary, meaning that in some areas their skills are sufficient but in others not. In the discussion, it is emphasized that most teachers believe that they themselves have a responsibility to promote their digital competence. The study concludes that teachers have good digital skills in themes such as professional engagement and assessment, but partly or completely lack in digital resources, teaching and learning, to strengthen students and facilitate the learning of digital skills. Further research is needed on how teacher education can better provide teacher students with digital skills, but also how the digital skills of already active teachers can increase.