Mapping what matters – an approach to determine curriculum content of in-service teacher training

Research output: Contribution to journal › Journal article › Research › peer-review

Standard

Mapping what matters – an approach to determine curriculum content of in-service teacher training. / Tamborg, Andreas Lindenskov; Schjøtz, Mathias Lund; Andersen, Anne Brøndum ; Allsopp, Benjamin Brink.

In: Tidsskriftet Læring og Medier (LOM), Vol. 15, No. 25, 2022.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Tamborg, AL, Schjøtz, ML, Andersen, AB & Allsopp, BB 2022, 'Mapping what matters – an approach to determine curriculum content of in-service teacher training', Tidsskriftet Læring og Medier (LOM), vol. 15, no. 25. https://doi.org/10.7146/lom.v15i25.128503

APA

Tamborg, A. L., Schjøtz, M. L., Andersen, A. B., & Allsopp, B. B. (2022). Mapping what matters – an approach to determine curriculum content of in-service teacher training. Tidsskriftet Læring og Medier (LOM), 15(25). https://doi.org/10.7146/lom.v15i25.128503

Vancouver

Tamborg AL, Schjøtz ML, Andersen AB, Allsopp BB. Mapping what matters – an approach to determine curriculum content of in-service teacher training. Tidsskriftet Læring og Medier (LOM). 2022;15(25). https://doi.org/10.7146/lom.v15i25.128503

Author

Tamborg, Andreas Lindenskov ; Schjøtz, Mathias Lund ; Andersen, Anne Brøndum ; Allsopp, Benjamin Brink. / Mapping what matters – an approach to determine curriculum content of in-service teacher training. In: Tidsskriftet Læring og Medier (LOM). 2022 ; Vol. 15, No. 25.

Bibtex

@article{9087cdad8eff4e3fbbc5701b9d14878f,
title = "Mapping what matters – an approach to determine curriculum content of in-service teacher training",
abstract = "This paper studies the paradox that more than half of teachers experience a mismatch between the in-service training they are provided and their experienced needs, while there is consensus that aligning content to local practices is important. We argue that this paradox remains due to a lack of methods to collect and aggregate needs expressed by many teachers. The paper addresses this by using directed acyclic graphs (DAG) to represent 17Danishteachers'requested content for in-service training in digital teaching practices.Thepaperinvestigates how the DAG was used and perceived by course designers when developing the course.Thestudyfindsthat the DAG provided appreciated insights when choosing content to include. Limitations include a perceived obligation to use all information in the DAG and a feeling of not having insights into teachers{\textquoteright} affective relation to the content included in the DAG.",
author = "Tamborg, {Andreas Lindenskov} and Schj{\o}tz, {Mathias Lund} and Andersen, {Anne Br{\o}ndum} and Allsopp, {Benjamin Brink}",
year = "2022",
doi = "10.7146/lom.v15i25.128503",
language = "English",
volume = "15",
journal = "L{\ae}ring og Medier",
issn = "1903-248X",
publisher = "Statsbiblioteket",
number = "25",

}

RIS

TY - JOUR

T1 - Mapping what matters – an approach to determine curriculum content of in-service teacher training

AU - Tamborg, Andreas Lindenskov

AU - Schjøtz, Mathias Lund

AU - Andersen, Anne Brøndum

AU - Allsopp, Benjamin Brink

PY - 2022

Y1 - 2022

N2 - This paper studies the paradox that more than half of teachers experience a mismatch between the in-service training they are provided and their experienced needs, while there is consensus that aligning content to local practices is important. We argue that this paradox remains due to a lack of methods to collect and aggregate needs expressed by many teachers. The paper addresses this by using directed acyclic graphs (DAG) to represent 17Danishteachers'requested content for in-service training in digital teaching practices.Thepaperinvestigates how the DAG was used and perceived by course designers when developing the course.Thestudyfindsthat the DAG provided appreciated insights when choosing content to include. Limitations include a perceived obligation to use all information in the DAG and a feeling of not having insights into teachers’ affective relation to the content included in the DAG.

AB - This paper studies the paradox that more than half of teachers experience a mismatch between the in-service training they are provided and their experienced needs, while there is consensus that aligning content to local practices is important. We argue that this paradox remains due to a lack of methods to collect and aggregate needs expressed by many teachers. The paper addresses this by using directed acyclic graphs (DAG) to represent 17Danishteachers'requested content for in-service training in digital teaching practices.Thepaperinvestigates how the DAG was used and perceived by course designers when developing the course.Thestudyfindsthat the DAG provided appreciated insights when choosing content to include. Limitations include a perceived obligation to use all information in the DAG and a feeling of not having insights into teachers’ affective relation to the content included in the DAG.

U2 - 10.7146/lom.v15i25.128503

DO - 10.7146/lom.v15i25.128503

M3 - Journal article

VL - 15

JO - Læring og Medier

JF - Læring og Medier

SN - 1903-248X

IS - 25

ER -

ID: 298338495