Can Teachers' Fragmented Work Situation Jeopardize Professional Development of Future Teaching Practices?

摘要

Digitization of schools has been on the political agenda for decades, but despite all reforms, technology investments and professional development initiatives, the goals are not yet reached. We have examined how teachers' perceive their working situation in order to explore if the conditions are suitable for learning and novel teaching practices. 18 interviews with Swedish primary school teachers were conducted and transcribed, from which 330 excerpts were extracted and divided in two characterizing categories: fragmentation reflecting working rhythm and density reflecting working tempo. The working condition had characteristics known to cause stress and less wellbeing, which counteracts teachers' sensitiveness to adapt to novelties and a reflective practice. This may jeopardize future professional development and thus digitalization of schools.