Enhancing Phronesis: Bridging Communities Through Technology

Enhancing Phronesis: Bridging Communities Through Technology

A. D. Olofsson (Umea University, Sweden) and J. O. Lindberg (Mid Sweden University, Sweden)
DOI: 10.4018/978-1-59904-935-9.ch257
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Abstract

In this chapter, the possibilities to use technology in order to improve the contextual and value-based dimensions in online distance-based teacher training in Sweden are explored. Aristotleā€™s (1980) concept of phronesis is used as a starting point for raising questions whether the Internet, and the establishing of educational online learning communities, can be used to enhance the teacher traineesĀ“ skills of making moral decisions in unpredictable situations. It is argued that active participation, collaboration, and dialogue are vital in order to foster common moral and societal values among the teacher trainees, but that there is a need for rethinking how technology could be used in order to accommodate such processes. This chapter suggests that the development of a shared teacher identity is possible by expanding the scope of online community, and bridging teacher-training practices to teacher practices, thus including already practicing teachers, teacher trainers, and teacher trainees in a joint educational community.

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