Motivational and Fun! Preservice Teachers’ Recontextualizing of Discourses on ICT Integration in Mathematics for Their Practicum Assignments
Keywords:
curriculum, transformation, Bernstein, Critical Discourse Analysis, practicum assigmentsAbstract
Even though it is advocated in educational policies worldwide to integrate digital tools as a way of transforming teaching, this has not occurred, even with teachers who have grown up surrounded by digital technologies. To expand understandings about why this might be the case, the study reported here investigated preservice teachers' collective meaning-making about ICT integration. The preservice teachers' mandatory group assignments for their first mathematical course, in a Norwegian teacher education institution, were analysed. Bernstein's description of recontextualising is employed to gain insights into preservice teachers' meaning-making through the discourses that they produced from the resources made available to them in their teacher education. The recontextualising of discourses shows, for example, how mathematics curriculum references to playing games with digital tools were recontextualised by the preservice teachers into discourses about fun and motivation. This allowed the preservice teachers to focus on general pedagogical positive aspects of ICT beyond perceptions of students being bored but hindered them in attending to other mathematics classroom issues.
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