The Use Of Digital Technologies In Swedish Teacher Education: Experiences By Migrant Teachers

Migrant teachers who wish to complement their studies to become eligible to teach in Swedish schools are a growing number of teacher students in Swedish teacher education. Since Swedish society is highly digitised, it is of interest to investigate how migrant teachers, attending four Swedish teacher education programmes, view teaching and learning, and moreover, how they estimate and experience the use of digital technologies. The results are discussed in relation to Illeris' redefined transformative learning theory. A convergent mixed methods research design, with a survey (N = 228), focus groups (N = 5), individual reflective texts s (N = 30), and individual interviews (N = 9), was applied. The participants had studied teacher education programmes in 57 countries/regions. The results highlight that some of the learning, when digital technologies were used (concerning values and identity, self-directed learning, and communication), reached the core identity and personality layer, and required learning as change - transformative learning. Migrant teachers expressed that the transformative learning experience took up to a year to accommodate.