Session Information
01 SES 09 C, Research on the Design of Professional Development
Paper Session
Contribution
The paper presents a study on Swiss teachers' workplace learning which explores workspace learning processes of experienced teachers. More specifically, a qualitative research approach is used to explore how teachers' professional learning occurs in practice, triggered by a continuous professional development program.
Workplace learning of teachers is seen as learning embedded in daily classroom activities in order to cope with the demands. Both formal and job-embedded workplace learning are considered (Hallinger & Kulophas, 2020). The latter has become more important in a knowledge-based society that is constantly changing due to technological and societal developments (Lecat et al., 2020). Research on workplace learning is a rather young field that has expanded considerably since the 1990s due to the changes in work and is now broadly based and interdisciplinary. Initially more at home in workplace education (Dehnbostel, 2018), there have been an increasing number of studies on teachers' workplace learning in recent years (X. Huang & Lai, 2020). An important topic is the distinction between formal and informal learning (L. Huang & Liew, 2021). The consensus is that both forms play an important role, with Workplace Learning focusing on informal learning (Tynjälä, 2008). Studies in the school field have become more numerous in the last decade. They refer, for example, to learning activities and learning outcomes of usually experienced teachers as well as to conditions that promote learning in the work process (e.g. Louws et al., 2017)). A central aspect of the debate on teachers' workplace learning is the question of how to further develop teachers' professional competences in a sustainable way, with much attention being paid to the link between formal and informal learning (Geeraerts et al., 2018).
The continuous professional development program mentioned is a comprehensive and practice-based procedure for data-supported teaching development called STEEV (simultaneously teaching and evaluation that is effective and visible; in german: LUUISE) (Beywl & Odermatt, 2019). STTEV draws on research on teaching (e.g. Helmke & Weinert, 2021) and further education (e.g. Lipowsky & Rzejak, 2021). In addition, it fosters "evaluative thinking" (Dunn & Hattie, 2021): teachers plan ahead thinking about how they can check and also pro-mote the success of their teaching by means of own data collections. The change of perspective, "seeing through the eyes of the learners" (Hattie, 2009), is crucial: Questionnaire results are made visible to everyone in the class as soon as possible. The STEEV process strengthens the expertise of teachers by supporting them to address pedagogical challenges effectively and to achieve high teaching goals. STEEV is applicable to all subjects at all levels of education. Specific features of the programme are the high practical orientation and the close support of the participants by coaches during the planning of a data-based teaching intervention, the implementation in the classroom, which usually lasts several weeks, and the collegial reflection.
Method
The study uses a grounded theory research approach to explore workplace learning in the context of a professional development program. Narrative-focused interviews were used to interview teachers who had used the STEEV method trough at least two of their own projects in their teaching. These interviews, which lasted about an hour and were conducted in Swiss German dialect, were transcribed into standard German and analysed step by step with the aim of forming an data-based theory of teacher learning in the context of professional development. The procedure corresponds to the pragmatistic line of (Strauss & Corbin, 1990), in which the actions and interactions of the actors are central. Using step-by-step theoretical sampling and applying theoretical sensitivity, the interview data were broken up through open coding to develop concepts. Through axial coding the concepts were then elaborated into categories and a core category that combines all other categories was developed. Selective coding was used to further refine the model. Through these methodological procedures a model of professional learning of teachers in the workplace of medium scope emerged.
Expected Outcomes
The preliminary results, which will be presented for discussion, suggest the importance of the connection between learning-oriented action and mental processing by the teacher. Both lead to different and at the same time interrelated learning outcomes. These relate to changes in teachers' routines of action as well as changes in pedagogical knowledge and beliefs and attitudes. In the process, an interplay between practice and thinking can be recognised. In the latter, an affective-motivational strand of experiencing as well as a cognitive strand of recognising and reflecting on one's own professionalism is evident. The affective-motivational strand includes the elements of emotions, states of satisfaction and relaxation, and pedagogical enthusiasm. The cognitive strand includes reflection and understanding and professional certainty with the sub-aspects of elaborated knowledge and professional efficacy. The model results are related to and discussed with educational science concepts of competence development of teachers, for example the model of Teacher Professional Growth (Clarke & Hollingsworth, 2002) or the approach of Reflective Teaching (Schön, 1983).
References
Beywl, Wolfgang, & Odermatt, Miranda. (2019). Luuise – ein Verfahren zur Qualitätsentwicklung in Schule und Unterricht. Lehrpersonen unterrichten und untersuchen integriert, sichtbar und effektiv. In Ulrich Steffens & Peter Posch (Eds.), Lehrerprofessionalität und Schulqualität (Vol. Band 4, pp. 213-235). Münster: Waxmann. Dehnbostel, Peter. (2018). Lernen im Prozess der Arbeit als Gegenstand der Organisationspädagogik. In Handbuch Organisationspädagogik (pp. 579-591). Wiesbaden: Springer. Clarke, David & Hollingsworth, Hilary (2002). Elaborating a model of teacher professional growth. Teaching and teacher education, 18(8): 947–67. https://doi.org/10.1016/S0742-051X(02)00053-7. Geeraerts, Kendra, Tynjälä, Päivi & Heikkinen, Hannu L. T. (2016). Inter-generational learning of teachers: what and how do teachers learn from older and younger colleagues? European Journal of Teacher Education, 1–17. https://doi.org/10.1080/02619768.2018.1448781. Hallinger, Philip & Kulophas, Dhirapat (2020). The evolving knowledge base on leadership and teacher professional learning: a bibliometric analysis of the literature, 1960-2018. Professional Development in Education, 46(4): 521–540. Huang, Xianhan & Wang, Chan (2021). Factors affecting teachers’ informal workplace learning: The effects of school climate and psychological capital. Teaching and teacher education, 103(103363). https://doi.org/10.1016/j.tate.2021.103363. Lecat, Antoine, Spaltman, Yvonne, Beausaert, Simon, Raemdonck, Isabel & Kyndt, Eva (2020). Two decennia of research on teachers’ informal learning: A literature review on definitions and measures. Educational Research Review, 30(100324). https://doi.org/10.1016/j.edurev.2020.100324. Louws, Monika L., Meirink, Jacobiene A., van Veen, Klaas, & van Driel, Jan H. (2017). Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and teacher education, 66, 171-183. Schön, Donald Alan (1983). The Reflective Practitioner. How Professionals Think in Action. New York: Basic Books. Strauss, Anselm Leonard & Corbin, Juliet M. (1990). Basics of qualitative research. Grounded theory procedures and techniques. Newbury Park: Sage. Tynjälä, Päivi. (2008). Perspectives into learning at the workplace. Educational Research Review, 3(2), 130-154.
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