Exploring how a digitally skilled teacher’s self-understanding influences his professional learning strategies. A research cooperation between a teacher and a researcher

The call for digitalisation in compulsory and upper secondary schools implies the need teachers to pursue professional development. Here, teachers’ self-understanding may influence how they use, relate learn about digital technologies. purpose of this article is explore a teacher’s influences his development activities and, turn, influenced by learning. case study focuses on one school endeavour enact technologies find suitable strategies This teacher researcher formed reflective research partnership how, whether, learning each other. findings show task perception changed over time from an emphasis teaching greater improvement, supporting colleagues their contributing professionalisation community. adoption self-directed strategy.