Abstract
Purpose
The sudden implementation of Basic Digital Education (BDE) in lower secondary education in Austria called for teachers without subject-specific training to instruct BDE. Thus, BDE is currently highly influenced by teachers’ attitudes and personal experiences with digitality. The purpose of this study is to investigate teacher’s social practices within the new school subject, centring the question what attitudes teachers hold toward students’ belonging and how teachers’ beliefs underpin these evaluations.
Design/methodology/approach
This paper focuses on eight semi-structured interviews with Austrian BDE teachers. The data were analysed with a combination of reflexive thematic analysis to categorise overarching themes and documentary method for in-depth understanding of tacit, social knowledge. Notably, this paper focuses on teachers’ perspective only.
Findings
The analysis according to documentary method revealed two types of BDE teachers: type I teachers who prioritise traditional teaching practices and type II teachers who prioritise student-centred teaching practices. While type I teachers focus on academic achievement and rely on power imbalances, type II teachers try to break with these norms by focusing on strong relationships and participatory learning. The data further suggest teachers’ ambition to include all students.
Originality/value
The findings of this study show that BDE offers a freedom to learn – meaning a shift from direct teaching into participatory learning – which opens the opportunity to break with structural norms and mitigate inequalities. To further support this movement, the conclusion suggests implications for more inclusive practice in BDE.