Lesson Study som metode for å videreutvikle profesjonsfaglig digital kompetanse (PfDK) i skolen

Abstract

Formålet med studien er å drøfte hvordan man kan legge til rette for utvikling av profesjonsfaglig digital kompetanse i skolen. Helt konkret er problemstillingen for denne undersøkelsen: Hvordan fungerer Lesson Study som metode for å videreutvikle profesjonsfaglig digitale kompetanse (PfDK) i skolen? For å undersøke dette spørsmålet er det brukt kvalitativ metode og aksjonsforskning som tilnærming, da ønsket ikke bare er å undersøke men også å endre praksis. Fire lærere har deltatt i studien, som er gjennomført ved en videregående skole med studieforberedende utdanningsprogram. Lesson Study omtales som en aksjonslærings- og aksjonsforskningsstrategi der lærere samarbeider for å forbedre sin undervisningspraksis og der målet er å øke elevenes læringsutbytte (Olsen & Wølner, 2017). Lærerne utarbeider i fellesskap et undervisningsopplegg, en av lærerne underviser mens de andre observerer. Målet for metoden er elevenes læring, men også lærernes utvikling og samarbeid er sentralt, fokus for denne studien har vært lærernes læring. Det er gjennomført to Lesson Study-sykluser, der temaene belyser ulik deler ved profesjonsfaglig digital kompetanse. Den første syklusen omhandler skriveprosesser og samskriving, den andre kildekritikk, vurdering av kilder og referanser. Det ble gjennomført to intervju med hver av deltakerne, ett før og ett etter Lesson Study-syklusene. Intervjuene er analysert og tolket ut fra et sosiokulturelt læringssyn, tidligere forskning og teorier om lærernes profesjonsfaglige digitale kompetanse. Studien har avdekket en rekke interessante funn. Lærerne i studien er svært positive til å lære sammen med kollegaer og erfarte at å lære om temaene sammen, planlegge undervisningsopplegg og gjennomføre undervisningen, gav dem inspirasjon og trygghet til å ta i bruk verktøyene og ressursene i egen undervisning. Metoden Lesson Study gav lærerne en struktur og en forpliktelse ovenfor kollegaer som gjorde det enklere å prioritere tid til kompetanseheving.

The purpose of the study is to discuss how to facilitate the development of professional digital competence in schools. Specifically, the problem for this study is: How does Lesson Study work as a method to further developing professional digital competence (PfDK) in school? The investigation includes both qualitative method and action research as approaches, due to the desire to not only investigate practice, but also to facilitate change of practice. Four teachers participated in the study, which was carried out at an upper secondary school with a study preparation program (Program for general studies). Lesson Study is referred to as an action-learning and action-research strategy in which teachers work together to improve their teaching practice and where the goal is to increase students' learning (Olsen & Wølner, 2017). The teachers prepare a lesson together, one of the teachers teach while the others observe. The purpose of the method is the pupils' learning, but it is also central to look at the teachers' development and collaboration. The focus in this study has been the teachers' learning specifically. Two Lesson Study-cycles were carried out, the topics highlighted different aspects of professional digital competence. The first cycle dealt with writing processes and co-writing, the second had a focus on source criticism, assessment of sources and references. The participants were interviewed twice, before and after the Lesson Study-cycles. The interviews were analysed and interpreted on the basis of a socio-cultural learning, previous research and theories on the teachers' professional digital competence. The study revealed a number of interesting findings. Courses, trial and error and help from colleagues were the most common forms of competence enhancement amongst the teachers. They are aware that the rapid technological development means that they continuously must increase their professional digital skills, but they find it difficult to set aside time to do so. The teachers who participated in the study were very positive about learning together with colleagues and experienced that learning about the topics together, planning lessons and teach the lessons, gave them inspiration and confidence to apply the tools and resources in their own teaching. It is important for the teachers in such a project that they can determine the theme themselves so that it is adapted to their needs. The Lesson Study method provided the teachers with a structure and commitment to colleagues that made it easier for them to prioritize time to enhance their competence. However, it was challenging to complete two Lesson Study-cycles during a school year, and the participants emphasized that if the method is to be used further, the school management will have to underline this type of development as a school priority and consequently facilitate both time and other resources to help the process along.