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Teachers' pedagogic knowledge in the digitalization of curriculum support.

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Title: Teachers' pedagogic knowledge in the digitalization of curriculum support.
Authors: Bernotaite, Simona1 (AUTHOR) simona.bernotaite@iped.uio.no
Source: Journal of Curriculum Studies. Apr2026, Vol. 58 Issue 2, p301-317. 17p.
Subject Terms: *Curriculum, *Pedagogical content knowledge, *Educational cooperation, *Educational technology, *Curriculum planning, Network governance, Digital technology
Abstract: Digitalization in education and the continuously growing presence of digital curriculum instruments have been approached as networked governance with a focus on private commercial actors. By comparison, teachers have been perceived as mere users of the digital instruments provided to support them. This study explores the Norwegian Knowledge Promotion reform as a translation of the policy intention to support teachers' local curriculum work into a digital Curriculum Planning Tool (CPT) with a particular focus on teachers' pedagogic knowledge. The findings illustrate how the Norwegian Directorate for Education and Training emerges as a boundary actor by delegating to other actors the activities of research and evaluation, consultation and conducting collaborative service design and development of the CPT. Through collaborative practices, teachers' experiential knowledge contributed to the problematization of the lack of curriculum support, consultation with private consultancy companies that developed the CPT and adjustments to the CPT rather than to the decision-making about digital curriculum support. The network of digital curriculum support making emerges through an entanglement between the programmatic discourse of national curriculum making and practical discourse consisting of local curriculum work, blurring their boundaries and shaping a new space of networked governance. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Teachers' pedagogic knowledge in the digitalization of curriculum support.
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  Data: <searchLink fieldCode="AR" term="%22Bernotaite%2C+Simona%22">Bernotaite, Simona</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> simona.bernotaite@iped.uio.no</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Curriculum+Studies%22">Journal of Curriculum Studies</searchLink>. Apr2026, Vol. 58 Issue 2, p301-317. 17p.
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  Data: *<searchLink fieldCode="DE" term="%22Curriculum%22">Curriculum</searchLink><br />*<searchLink fieldCode="DE" term="%22Pedagogical+content+knowledge%22">Pedagogical content knowledge</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+cooperation%22">Educational cooperation</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+technology%22">Educational technology</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br /><searchLink fieldCode="DE" term="%22Network+governance%22">Network governance</searchLink><br /><searchLink fieldCode="DE" term="%22Digital+technology%22">Digital technology</searchLink>
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  Group: Ab
  Data: Digitalization in education and the continuously growing presence of digital curriculum instruments have been approached as networked governance with a focus on private commercial actors. By comparison, teachers have been perceived as mere users of the digital instruments provided to support them. This study explores the Norwegian Knowledge Promotion reform as a translation of the policy intention to support teachers' local curriculum work into a digital Curriculum Planning Tool (CPT) with a particular focus on teachers' pedagogic knowledge. The findings illustrate how the Norwegian Directorate for Education and Training emerges as a boundary actor by delegating to other actors the activities of research and evaluation, consultation and conducting collaborative service design and development of the CPT. Through collaborative practices, teachers' experiential knowledge contributed to the problematization of the lack of curriculum support, consultation with private consultancy companies that developed the CPT and adjustments to the CPT rather than to the decision-making about digital curriculum support. The network of digital curriculum support making emerges through an entanglement between the programmatic discourse of national curriculum making and practical discourse consisting of local curriculum work, blurring their boundaries and shaping a new space of networked governance. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Curriculum Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/00220272.2025.2460478
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      – Code: eng
        Text: English
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        PageCount: 17
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        Type: general
      – SubjectFull: Pedagogical content knowledge
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      – SubjectFull: Educational cooperation
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      – SubjectFull: Network governance
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      – SubjectFull: Digital technology
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              Text: Apr2026
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              Y: 2026
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