Teachers' work in the era of digital governance: a qualitative study
Abstract
The emergence of digital technologies and the implementation of digital governance in the educational system raise important challenges for teachers. In this scenario, this paper is intended to answer the following question: are digital governance reinventing teachers’ work? The study is based on a qualitative multi-case analysis in 4 schools in Spain, within the framework of a funded research project, carried out through interviews with teachers and students, discussion groups with families and participant observation in classrooms. The results suggest that the implementation of digital platforms and the logic of governance that accompanies them, are causing significant transformations in teachers’ work, reflected in four dimensions: the dissolution of teaching functions, the delegation of responsibilities, the fragmentation and intensification of tasks and the focus on productivity and goal attainment from a technical and deregulated perspective.
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