ABSTRACT

Digital technology has been found useful in bridging the gap between school and work placements. In earlier studies we have interviewed vocational teachers with creative ideas on addressing this issue, but they encountered obstacles and could not always proceed as they wanted. The aim of this study is to provide a deeper understanding of the obstacles encountered by Swedish vocational teachers when using digital technology to bridge the gap between school and work placements. The study is based on a theoretical understanding of teacher agency, and also presents a hierarchical model developed from our research. Ten in-depth interviews were conducted with five purposively selected vocational teachers. The teachers provided detailed examples of a range of problems stemming from structural, cultural and material aspects, and how these problems forced them to take steps backwards when trying to develop their teaching practices.

摘要

数字技术已被发现有助于弥合学校和工作实习之间的差距。在早期的研究中，我们采访了对解决这个问题有创造性想法的职业教师，但他们遇到了障碍，不能总是按照自己的意愿进行。本研究的目的是更深入地了解瑞典职业教师在使用数字技术弥合学校和工作实习之间的差距时遇到的障碍。本研究基于对教师代理的理论理解，并且还提出了根据我们的研究开发的层次模型。对五位特意挑选的职业教师进行了十次深度访谈。教师们提供了来自结构、文化和物质方面的一系列问题的详细示例，以及这些问题如何迫使他们在尝试发展教学实践时后退一步。