Academic Journal
Digital Bildung from a teacher´s perspective
| العنوان: | Digital Bildung from a teacher´s perspective |
|---|---|
| المؤلفون: | Lillian Gran |
| المصدر: | Nordic Journal of Studies in Educational Policy, Vol 5, Iss 2, Pp 104-113 (2019) |
| بيانات النشر: | Taylor & Francis Group, 2019. |
| سنة النشر: | 2019 |
| المجموعة: | LCC:Education |
| مصطلحات موضوعية: | Digital bildung, bildung perspectives, bildung theory, curriculum, technological society, digital mandate, Education |
| الوصف: | This article investigates digital Bildung from the teachers’ perspectives by analysing how the teachers reflect on the phenomenon. To understand the teachers’ perspectives on digital Bildung, this article introduces a theoretical framework constructed from three analytic perspectives: inner process, Self-Bildung and democracy. These perspectives represent allsides of Bildung by Wilhelm von Humboldt with a democratic understanding from Dewey. Based on this framework, the article outlines a paradox in education between the increasing focus on the use of digital tools and the blurry, unclearcommunication regarding schools’ ‘digital mandate’. |
| نوع الوثيقة: | article |
| وصف الملف: | electronic resource |
| اللغة: | English |
| تدمد: | 2002-0317 20020317 |
| Relation: | https://doaj.org/toc/2002-0317 |
| DOI: | 10.1080/20020317.2019.1615368 |
| URL الوصول: | https://doaj.org/article/bc08d216987f40789c184ce004e0f3cf |
| رقم الانضمام: | edsdoj.bc08d216987f40789c184ce004e0f3cf |
| قاعدة البيانات: | Directory of Open Access Journals |
| تدمد: | 20020317 |
|---|---|
| DOI: | 10.1080/20020317.2019.1615368 |