Designing sustainable development of Danish science teachers’ assessment capacity

This paper presents findings from the third phase of a longitudinal research project within the Danish Academy of Natural Sciences (NAFA), focusing on student teachers' perspectives on technological literacy in science education. NAFA aims to enhance science education through professional learning communities (PLCs). In this phase (2023-2024), teacher educators and student teachers co-created professional inquiry projects related to technological literacy. The study uses a mixed-methods approach, combining survey data and qualitative responses.

While student teachers generally find co-creation motivating, the results show a decrease in perceived benefits from Theme 3 (technological literacy) compared to Theme 2 (formative/summative assessment). Only 50% of students reported a high professional gain in Theme 3, compared to 64% in Theme 2, and student teachers reported confusion regarding project goals. A key challenge in Theme 3 was a lack of hands-on activities compared to Theme 2, where 86% of the student teachers tried something out in schools compared to 38% in Theme 3. Additionally, working with AI and digital tools was found challenging. Some student teachers also expressed concerns that the rapid pace of technological development might outdate their knowledge quickly.

The study highlights the need to refine the integration of technological literacy within teacher training programs. The PLC structure facilitates collaboration and shared inquiry, but explicit modeling is needed to ensure all participants benefit from co-creation. The findings suggest a need for more practical application of technological literacy and more explicit frameworks in PLC activities to enhance student teachers' learning experiences.