Collective teacher learning through experimentation in VET

Author(s):

Loek FM Nieuwenhuis(presenting / submitting)Irma C Van der Neut Kirsten E de Ries

Conference:

ECER 2012

Network:

02. Vocational Education and Training (VETNET)

Format:

Paper

Session Information

02 SES 02 B, Teachers' And Trainers' Professional Development: Role Of Practice

Parallel Paper Session

Time:

2012-09-18

15:15-16:15

Room:

FCT - Aula 22

Chair:

Marja-Leena Stenström

Contribution

In this paper we investigate the role of practice-based research and improvement in teacher learning processes. The Dutch national institute for ICT development in education (Kennisnet) has challenged colleges in secondary VET (vocational education and training) to start experimenting with IT tools and to investigate the effectiveness of these tools. Small scale projects should enhance teachers to define evaluative questions in order to learn about and eventually improve their educational practice.
Based on Ellstrom's (2008) model for interactive knowledge creation, we studied the impact of external support by researchers and educational advisers on the quality of collective learning processes in seven teacher teams. The quality of learning processes is defined by a) completion of a PDSA cycle and b) sharing knowledge within and between teacher teams.

Method

13 teacher teams have been involved in local small scale projects focused on the implementation of IT tools. Information about collective learning processes is gathered through three instruments; a logbook (to be filled in by the external researchers and advisors), a questionnaire (for teachers and managers in the teams), and an interview (with teachers and managers involved). For each teacher team, a qualitative description is made of the progress of the research project and the amount and quality of support given at several stages (PDSA) of the project. Case comparison will shed light on the similarities and differences in the seven projects. Quantitatively, the results of the questionnaire will be used to analyse the impact of support on learning processes and the reported satisfaction of teachers and managers involved.

Expected Outcomes

First analyses show the colleges do follow the steps of a PSDA cycle, but on different levels and by different actors. Problems are defined as research questions on management level, whereas teachers are mainly involved in the Do-stage (implementation). In the Study-stage, teachers and external researchers are involved, whereas the Act-stage (define consequences of results in changing routines and methods) is not well evolved. In most cases teams need support to fulfill the PDSA stages: there is no proficient expertise in the teams with practice based research. Involvement of actors is restricted to a (happy??) few: sharing knowledge within and between teams hardly takes place. The VET sector is not very experienced in collective practice based research: a practice oriented knowledge structure is urgently needed.

References

Deming, W. E. (1986). Out of the Crisis. Boston: MIT Press. Ellström, P.E. (2008) Knowledge creation through interactive research: a learning approach. paper presented at the ECER conference. Gothenborg. Linköping: Helix/University of Linköping. Kline, S. J., & Rosenberg, N. (1986). An overview of innovation. In R. Landau & N. Rosenberg (Eds.), The positive sum strategy: harnessing technology for economic growth (pp. 275-305). Washinton DC: National Academy Press Nieuwenhuis, LFM (2012). Leven lang leren on the roc’s. een visie op werken en leren in het mbo. (Life long learning on the ROC’s. A vision on working and learning in Dutch VET.) Heerlen (NL): Open University.

Author Information

Loek FM Nieuwenhuis (presenting / submitting)

Tilburg University

IVA

Tilburg

Irma C Van der Neut

Iva, Tilburg University, the Netherlands

Kirsten E de Ries