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Lärares kompetensutveckling och digitalisering av matematikundervisning: En enkätstudie om hur lågstadielärare kompetensutvecklar sig för att bemöta digitalisering av matematikundervisning
Karlstad University, Faculty of Health, Science and Technology (starting 2013), Department of Mathematics and Computer Science (from 2013).
2018 (Swedish)Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesisAlternative title
Teachers’ professional development and digitization of mathematics education : A survey about how primary school teachers develop their competence to meet the digitalization of mathematics education (English)
Abstract [sv]

Syftet med denna studie var att undersöka hur lågstadielärare fortbildade sig för att kunna möta de krav som ställs på dem vad det gäller digitalisering av matematikundervisning samt hur detta hänger samman med deras upplevda kompetens samt användning av IKT i matematikundervisningen.För att uppfylla syftet samlades studiens empiriska data in via en webbaserad enkätundersökning, som besvarades av 76 lågstadielärare.

Resultatet visade att de flesta lågstadielärarna kompetensutvecklade sig på en mängd varierande sätt såväl på den formella arenan som på den informella arenan. Dessutom framkom det i resultatet att de lågstadielärare som fortbildade sig via webbaserade kompetensutvecklingssätt på den formella arenan i kombination med alla sätt på den informella arenan, högst uppskattade sina kunskaper inom delområdena TCK, TPK och TPACK samt använde IKT på flest sätt inom flest matematikområden. Vidare framkom det också att majoriteten av lågstadielärare fortbildade sig på alla sätt på båda arenor.Dessa lågstadielärare upplevde ha höga kunskaper i alla tre delområden, men deras IKT-användning låg på genomsnittsnivån för studiens samtliga kompetensutvecklingsformer.  

Abstract [en]

The purpose of this study was to research how primary school teachers developed their professional competences/knowledges to meet the demands placed on them regarding the digitalization of mathematics education and how this is related to their perceived knowledges and their use of ICT in mathematics education. In order to fulfill the purpose, the empirical data of the study was collected through a questionnaire, which answered by 76 primary school teachers.

The result showed that the majority of teachers developed their professional competences/knowledges in a variety of ways, both I the formal and informal arena. Moreover, the result indicated that the prime school teachers who engaged in online professional development activities in the formal arena combined with both online and traditional development activities in the informal area, highly experienced their knowledges in the TCK, TPK och TPACK sub-areas and used ICT in the most variety ways in the most mathematical areas. Furthermore, it also emerged the majority of primary school teachers engaged in both online and traditional development activities in both areas. These primary school teachers experienced good knowledge in all three sub-areas, but their ICT usage was on the average level for all the professional development model of the study. 

Place, publisher, year, edition, pages
2018.
Keywords [en]
ICT, mathematics, elementary school, professional development, TPACK
Keywords [sv]
IKT, matematik, grundskolan, kompetensutveckling, TPACK
National Category
Pedagogical Work
Identifiers
URN: urn:nbn:se:kau:diva-67687OAI: oai:DiVA.org:kau-67687DiVA, id: diva2:1218819
Educational program
Primary Education Programme, 240 hp
Supervisors
Examiners
Available from: 2018-07-04 Created: 2018-06-15 Last updated: 2018-07-04Bibliographically approved

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