Abstract:

Research Topic:
This article aims to investigate how teachers enrolled in a in a Continuing Professional Development (CPD) program in physical active learning (PAL) experience digital teaching. Particularly, we emphasis how the SMART model (structure, mastery, activity, relation and transformation), a Norwegian study quality assessment model, can explain students´ experiences of digital teaching.

Methodology:
This study has a qualitative research approach, where individual in-depth interviews (n=6) were chosen as an instrument for data collection. Interview data are obtained from the author's master's thesis. A combination of directed content analysis and thematic analysis is conducted.

Expected findings:
The findings indicate that all the five factors in the SMART model – structure, mastery, activity, relation and transformation where essential for how the PAL-students experienced digital teaching. Firstly, students with support from the school leadership in terms of time, reported higher levels of perceived development and change in practice. Further, the factors seem to have a complex interaction. However, transformation seems to be particularly central for knowledge building. The students experienced that their participation in the CPD program developed their teaching practice, and that collaboration and co-creation with other students were particularly valuable for their development.

Performing this research, we contribute to knowledge in teacher education, indicating how the four SMART model factors – structure, mastery, activity and relation were essential for the fifth factor, transformation. These findings might inform a wider debate across national CPD studies about the relational connection in the peer-groups and transformation as an essential aspect of teachers` digital CPD programs.

Keywords:

Digital teaching, SMART model, physical active learning.