Teachers’ Perceptions of Their Role and Classroom Management Practices in a Technology Rich Primary School Classroom

Frontiers in Education

Nina Helgevold¹  Minttu Johler¹  Hans Erik Bugge¹  Rune Johan Krumsvik² 

[1]Department of Education and Sports Science, Faculty of Arts and Education, University of Stavanger, Stavanger, Norway

[2]Department of Education, Faculty of Psychology, University of Bergen, Bergen, Norway

关键词: primary school;    technology;    teacher’s role;    pedagogy;    classroom management;   

DOI  :  10.3389/feduc.2022.841385

来源: DOAJ

【 摘 要 】

This case study investigates primary school teachers’ perceptions of their role and practices regarding classroom management in technology-rich classrooms. The data was collected through individual and focus group interviews, observation and a survey at a school where implementation of digital technologies has been a high priority over several years. The study identifies complexity and contemporary elements in teachers’ perceived role and practices, as the rapid evolution of ICT requires teachers to constantly keep up-to-date, gain new competencies and evaluate their practices to be able to facilitate learning in physical classrooms that have expanded to the digital space. In this process, the role of leadership, collegial collaboration, good teacher-pupil relationships and teachers’ ability to adapt and take up a role of a learner have been found pivotal.

【 授权许可】

Unknown