The purpose of this scoping review is to examine the literature regarding formally organised online teacher communities emphasising teachers' online professional development (oTPD) focusing on ...studies that took place between 2015 and 2019. By mapping and synthesising 52 empirical studies, a wide range of online programmes are represented. The analysis reveals oTPD as complex processes. Teachers’ internal factors were crucial in their dynamic interactions with the content, facilitators and peers. Scaffolding became the overarching category. Four main concepts were revealed as central for scaffolding oTPD: The teachers, their context, the online programme and facilitating a shared understanding.
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•Scaffolding became central in all phases of teachers' professional development.•The facilitator had a major role in guiding the teachers during the developmental process.•Lack of common understanding between the actors involved was a major challenge.•Internal factors, like teachers' interests and attitude, were crucial for professional development.•Personalized and flexible online programmes being close to the teachers' interests and needs were preferred.
The purpose of this study is to examine how secondary student teachers are educated to teach with ICT through an English as a Second Language (ESL) didactics course offered at a teacher education ...program in Norway. Using a case study methodology, four cohorts of postgraduate student teachers were examined over 4 academic semesters. The students were qualifying to teach ESL in secondary school. Data were collected through surveys, participant observations, and semi-structured interviews. A theoretical model for digital competence development was used as an analytical lens in the data analysis. Findings indicate that the mastery and appropriation of teaching ESL with ICT varies amongst student teachers. Through their studies, the overall digital competence development is both enabled and inhibited by a number of factors such as modeling, scaffolding learning experiences, linking theory and practice, reflection, access to resources and support, innovative assessment practices, and collaborative learning. The implications that these findings have for teacher education are discussed.
•A model was used to investigate digital competence development in teacher education.•Various approaches help develop ESL student teachers digital competence.•Teacher educators and mentors are important role models in teaching with ICT.•Student teachers need learning experiences with integrating ICT in ESL teaching.•Innovative teaching with ICT requires more than mastery of basic digital skills.
Although flipped classroom (FC) has been popular in education since the 2000s, there is a lack of reviews on how the teaching approach has been applied and what has been gained in the field of ...teacher education. Most reviews focus either on implementation and learning outcomes with students in higher education and disciplines other than education or on the latter approaches with primary and secondary school pupils. This article presents a scoping literature review of 33 studies published between 2014 until 2019 on flipped classroom (FC) in teacher education. Our analysis points out that studies were mainly conducted in the United States, with an increased implementation in European and Asian countries, and with adoption primarily in the disciplines pedagogy, science, and language arts. Moreover, a majority of studies employed mixed methods with surveys being the most commonly used instrument to collect data. Two main foci were identified across the reviewed studies: student perceptions and academic performance. The analysis of the former revealed six outcomes (1. Attitude, motivation, and emotion; 2. Content delivery; 3. Learning environment; 4. Learning experience; 5. Instructor and student presence; 6. Engagement). Based on our synthesis, we discuss current trends and future development in the research field, FC's pedagogical value added in teacher education, and potential knowledge gaps in the research literature.
The overall aim of this scoping review is to present empirical studies regarding how the Nordic model has been investigated in relation to management in international companies. The subse quent ...objective is to discuss the model’s robustness regarding internationalization. The question raised is how the Nordic model, in relation to management, is configured in empirical studies undertaken in international corporations. Using systematic literature searches to examine peer- reviewed articles published between 2000 and 2022, 15 out of 972 studies were eligible for a full review. Primarily, one facet of the model was investigated: workplace democracy. Foreign-owned companies operating in Nordic countries partly adopted the model, whereas the model was implemented to some extent in Nordic-owned companies abroad. Management’s support and employee involvement were considered important. This review indicates that there is pressure on the model, although it has extended beyond the Nordic border and appears to be adaptable to global working life.
IntroductionEarly intervention by identifying children at risk and providing necessary support is vital to prevent stunted psychosocial development and mental health issues. In this regard, schools ...are important intervention arenas, reaching all students at a universal level. The need for enhanced efforts is well recognised in Norwegian policy documents, whereas school social workers can represent significant roles in supporting teachers with expanded knowledge on psychosocial factors, mental health and relevant interventions. Despite the clearly stated needs for interprofessional competence in school, limited research has been conducted, and there are no national standards or guidelines for school social workers’ practice. Thus, this scoping review’s overall objectives are to systematically map the existing research on social workers’ roles and responsibilities in Norwegian primary schools.Methods and analysisA scoping review will be conducted, using the methodological framework of Arksey and O’Malley. Four of their defined goals will be of significance: (1) examine the extent, range and nature of the research activity; (2) determine the value of undertaking a full systematic review; (3) summarise and disseminate research findings; (4) identify research gaps in the existing literature. Systematic searches will be conducted in relevant databases and search portals, including snowballing and manually searching reference lists. Publication language is restricted to English and Norwegian, the date range is from 1 January 2000 until 31 October 2022, and inclusion requires focus on social workers in a Norwegian primary school context. The data will be screened using the screening data extraction software Covidence. A thematic analysis of the literature will be carried out.Ethics and disseminationEthical approval is not considered necessary as the aim of this scoping review is to investigate already published materials. Findings will be submitted as scientific papers and at conferences as part of the main project.
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his paper aims to provide evidence on student teachers’ perceptions of Flipped Classroom (FC) to help teacher educators (TEs) to make informed decisions about implementing FC and support student ...teachers to reflect on the value of FC in their teaching practice. FC, a pedagogical model requiring digital competence of students and teachers, has been a popular teaching approach for nearly two decades in K-12 and higher education. After the outbreak of Covid-19, more teachers have started to implement FC. In post-Covid-19, with the possibility of reusing video lectures made during the pandemic and the familiarity of digital skills to create digital lectures, a question for teachers is whether to continue with this approach. This paper follows an explanatory sequential mixed methods research approach. Insights from student teachers (STs) in the field of English as a foreign language (EFL) in Norway are the primary data, and surveys and focus group interviews are the main instruments to collect the data. FC’s advantages and challenges perceived by STs are reported, and the possibility of STs becoming future flippers is explored. Findings from this paper indicate that STs would like to have more courses flipped in their studies, yet STs seem hesitant about flipping their courses in their teaching practice. STs also provide some practical suggestions on implementing the FC approach.
The digitalisation of education has been emphasised over the last two decades, affecting and developing both the theories and practices of teaching and learning. Considering these developments, the ...need for addressing teachers’ and students’ digital competence has gained ground. In the last few years, the concept of digital agency has been noted in empirical and theoretical research – broadly focusing on the integration of information and communication technologies (ICT) in education. Nonetheless, how digital agency is understood and how it relates to the more established concept of digital competence remains unclear. To address this gap, we conducted a conceptual systematic review and examined the current state of the knowledge on digital agency. Specifically, we review the conceptualisations of digital agency, its underlying theoretical frameworks, and how it relates to digital competence and similar concepts. Database searches resulted in 32 publications, with the majority published in education and design journals and stemming from Scandinavian countries. Our findings show that out of 32 studies, only one aimed at defining digital agency explicitly. Nevertheless, for the last three years, digital agency has been more frequently used in the body of literature, emphasising the design and transformation of teaching and learning with technology towards a ‘new normal’ considering the post-pandemic era and lessons learned. Reviewing the extant body of knowledge on digital agency, we review the strengths and weaknesses of the concept and compare it to the more established notion of digital competence. Finally, we discuss implications for policy, research, and practice in education.
The Flipped Classroom (FC) is a popular pedagogical instruction model in education with a steady increase in the number of studies in teacher education (TE). However, few studies focus on teacher ...educatorsʼ perspectives on how the FC is used for subject-disciplinary teaching and learning in TE. This article explores teacher educatorsʼ perceptions regarding using the FC with student teachers (STs) in the field of English as a foreign language (EFL) in Norwegian primary and lower secondary school teacher education. Through an online survey and in-depth interviews, teacher educatorsʼ experiences with the FC are examined, revealing both out-of-class and in-class activities adopted in EFL. Meanwhile, teacher educatorsʼ perceptions of the FC, with three pairs of advantages and challenges, were investigated. Lastly, implications and suggestions for teacher educators on enacting the FC are provided.
The widespread use of educational technology in schools compels teachers to seamlessly integrate technology while developing students’ digital competence. As educational technology continually ...evolves, digital competence becomes a dynamic target. Thus, teacher education must effectively prepare student teachers to teach effectively with technology. Researchers are increasingly examining the concept of teachers’ digital competence and how teacher education supports student teachers’ acquisition of digital skills for future employability. In Nordic countries like Norway, the term Professional Digital Competence (PDC) frames a teacher’s essential knowledge for using digital technology in teaching and learning. Despite this focus, there’s limited understanding of how Norwegian teacher education fosters PDC. This scoping review investigates current research on PDC and its implementation within Norwegian teacher education. Findings from numerical and thematic analysis offer insights into the prevalent types of PDC research. Thirty-four peer-reviewed papers were identified and coded along three dimensions: (1) theoretical perspectives, (2) research questions and methods, and (3) application and implementation. The review reveals a predominant focus on student and teacher educator perceptions or self-assessments when measuring digital competence. Our findings show that professional digital competence in teacher education is diverse and multifaceted. However, there are gaps in the current state of knowledge. To address this, we propose a definition and a framework to guide teacher educators. Future research should broaden participant profiles and involve a more diverse group of educators.
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