NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1056969
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1475-939X
Didactic Dissonance: Teacher Roles in Computer Gaming Situations in Kindergartens
Vangsnes, Vigdis; Økland, Nils Tore Gram
Technology, Pedagogy and Education, v24 n2 p211-230 2015
In computer gaming situations in kindergartens, the pre-school teacher's function can be viewed in a continuum. At one extreme is the teacher who takes an intervening role and at the other extreme is the teacher who chooses to restrict herself/himself to an organising or distal role. This study shows that both the intervening position and the organising or distal role are challenging. An alternative role is an intermediate position in which the teacher is a contributor and encouraging bystander. The term "didactic dissonance" is suggested to capture the challenges and tensions in didactic situations where teacher and child participate with conflicting roles and expectations. Didactic dissonance may help educators reflect on teacher roles in didactic contexts.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Norway
Grant or Contract Numbers: N/A