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DIDI GRIFFIOEN
STAFF DEPARTMENT EDUCATION AND APPLIED RESEARCH, O2
BRIDGING THE GAP
BETWEEN RESEARCH AND TEACHING
IN PROFESSIONAL HIGHER EDUCATION
Praxis in a conceptual framework4 combined presentations
EAPRIL Nijmegen 23-25 November 2011
Didi GriffioenRaoul Engelbert
Wietse v/d LindenKatelijne Boerma
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DUTCH PROFESSIONAL HIGHER EDUCATION
• Part of Secondary Education (1968 -1995)- No research tradition or academic culture- Lecturers were usually not selected on research capabilities- Professional research task by Educational Act (WHBO, 1986)
• Binair system of University and Professional Higher Education (1995)
• Public research funding for professional higher education (2001)
• 4 goals:- Update the curricula- Increase the quality of teaching- Innovate the professional field- Add to the body of professional knowledge
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EFFECTS OF IMPLEMENTING RESEARCH ACTIVITIES
Professionals need to be able to handle more knowledge in their work (Brew, 2008).. Therefore..
- More knowledge based content in professional higher education- Educate / select lecturers on new competences - The organisation needs to adapt: teaching only hybrid organisation- Change in:
• Structure and culture of (interaction between) research and teaching
• Lecturers’ position, due to researchers’ position• Development of an academic / research / critical culture
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PROBLEMS
Professional education usually has little experience in educating research competences, therefore..
Several topics are often discussed intertwined:- The importance of research for the professional field (push/pull)- The type of research (methods / questions) relevant in the
professional field- The relevant educational goals- The relevant methods / orientation / didactics in education- The conditions (organisation, HRM, culture, funding)- The information flow between research and teaching
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PROBLEMS
Professional education usually has little experience in educating research competences, therefore..
Several topics are often discussed intertwined:- The importance of research for the professional field (push/pull)- The type of research (methods / questions) relevant for the
professional field- The relevant educational goals- The relevant methods / orientation / didactics in education- The conditions (organisation, HRM, culture, funding)- The information flow between research and teaching
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GOALS FOR RESEARCH IN EDUCATION(VERBURGH ET AL, 2009)
CURRICULUM GOALS
1. Learn about the results of research
2. Know about methodological / theoretical foundation of results
3. Develop instrumental research skills
4. Develop the competence of being a researcher
5. Develop a critical attitude towards information, and (creating) knowledge
6. Develop curiosity towards disciplinary (professional) developments
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ORIENTATIONS OF RESEARCH(ELSEN ET AL, 2008)
STUDENTS AS PARTICIPANTS
EMPHASIS ON RESERCH CONTENT
I RESEARCH-TUTORED
II RESEARCH-
BASED EMPHASIS ON RESEARCH
PROCESSES AND
PROBLEMSIII RESEARCH-
LED
IV RESEARCH-ORIENTED
STUDENTS AS AUDIENCE
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THREE EDUCATIONAL PROGRAMS:
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‘THE TEACHER AS RESEARCHER’STUDENT TEACHERS’ DEVELOPMENT OF
A POSITIVE ATTITUDE TOWARDS RESEARCH AND RESEARCH KNOWLEDGE AND SKILLS IN PRIMARY TEACHER EDUCATION
Wietse van der Linden
supervised by:dr. A. Bakx, dr. A. Ros & prof. dr. D. Beijaard
EXAMPLE 1
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EAPRIL 2011 | Contact: [email protected]
BACKGROUND OF MY PROJECT
- Introduction of conducting and using results of research in the curriculum primary teacher education (PTE)
- Design based research (Van den Akker et al., 2007)
- Summer 2008-2012
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EAPRIL 2011 | Contact: [email protected]
CONTEXT OF RESEARCH PROJECT
- Primary Teacher Ed. Bachelor degree Professional higher education
- Lack of ‘research culture’ in PTE and in primary schools (Alcorn, 2006; Anderson & Herr, 1999; Gemmell, Griffiths, & Kibble, 2010)
- Unclear what works in PTE
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EAPRIL 2011 | Contact: [email protected]
WHAT? (GOALS OF OUR INTRODUCTION COURSE)
Developing a positive attitude towards research
together with
Developing research knowledge and skills
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EAPRIL 2011 | Contact: [email protected]
POSITIVE ATTITUDE TOWARDS RESEARCH (BASED ON E.G., AJZEN, 2001; BANDURA, 1986)
A positive attitude towards teacher research occurs when student teachers:
know why and how research is done in practice and are convinced of the importance and the feasibility of conducting and using results of research;
like conducting and using results research;have confidence in own capabilities of conducting and
using results of research;take action to be(come) teacher researchers and plan to
conduct and use it.
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EAPRIL 2011 | Contact: [email protected]
Teacher research……makes use of appropriate methodologies and meets regular research criteria like reliability and validity, without reducing the practical relevance
Teacher researchers: have knowledge about the different phases in teacher research; have knowledge of different appropriate research designs and methods; be able to choose (fitting the research questions), develop, execute and
analyze appropriate methods of data collection; have knowledge of the criteria of quality of teacher research and skills to
apply this knowledge in their own research; be able to report research in a way colleagues in education get a clear
view of the process, the results and the practical implications.
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EAPRIL 2011 | Contact: [email protected]
COMPARED TO VERBURGH ET AL. (2009)
Learn about the results of research Know about methodological / theoretical foundation of
resultsDevelop instrumental research skillsDevelop the competence of being a researcherDevelop a critical attitude towards information, and
(creating) knowledgeDevelop curiosity towards disciplinary (professional)
developments Focus on teacher research
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EAPRIL 2011 | Contact: [email protected]
ELEMENTS OF THE COURSE: ATTITUDE, KNOWLEDGE AND SKILL DEVELOPMENT
Tune on student teachers’ prior knowledge and preconceptions of research;
It must become obvious for students why they are confronted with teacher research in this stadium of their teacher education;
Alternating learning activities, tasks and used examples are authentic for the students;
Learning activities and tasks appear from ‘easy-to-difficult’;
The opportunity to choose subjects of authentic tasks which connect to students’ urgent concerns;
The introduction course needs to be an integral part of the overall curriculum;
Student collaboration in couples or groups/peer feedback
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EAPRIL 2011 | Contact: [email protected]
INTRODUCTION COURSE
- PTE Tilburg: second year student teachers (N= +/- 100)- 11 meetings of 2 hours, Sept.-Jan.
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EAPRIL 2011 | Contact: [email protected]
EXAMPLE (1): MEETING(S) ON ‘RELIABLE RESOURCES’
Discussion about ‘what is (your/the) truth’?:- Arguing students’ opinions towards different
propositions- Why are you ‘more right’?- What can we do to become more convincing?
What is important in searching for arguments and how can you do it?
Task
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EAPRIL 2011 | Contact: [email protected]
EXAMPLE (2): MEETING(S) ABOUT ‘RESEARCH METHODS’
Five authentic examples of teacher research (up to the research questions)
Discussing in groups which method(s) are appropriate and why?
Presenting results + peer feedback
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EAPRIL 2011 | Contact: [email protected]
COMPARED TO ELSEN ET AL. (2009)
Research-tutored (writing and discussing tasks, challenging insights);Research-based (students undertaking authentic research activities,
contributing to own insights);Research-oriented (learning the process of knowledge construction by
practicing research activities)
Students are participants in learning from research processes and problems
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EAPRIL 2011 | Contact: [email protected]
METHODS
Questionnaire (attitude)Mind maps (knowledge)Evaluating student research reports (skills) Group interviews (course elements)
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EAPRIL 2011 | Contact: [email protected]
RESULTS UP TILL NOW
Attitude: important and complex
Knowledge & skills: less in ‘developing methods’ and ‘research design’
Course elements: Working together on authentic tasks, retrieved from examples from practice
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EAPRIL 2011 | Contact: [email protected]
TO DO…
Analyses of second ‘cycle’ (2010-2011)Translating findings into design principlesFinishing dissertation…
Thanks for your attention!
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KATELIJNE BOERMA
EDUCATIONAL MANAGER & TEACHER
SPORTS, MANAGEMENT & BUSINESS
UNIVERSITY OF APPLIED SCIENCESAMSTERDAM
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BRIDGING THE GAP BETWEEN RESEARCH AND
TEACHING IN PROFESSIONAL HIGHER EDUCATION:
RESEARCH IN BUSINESS STUDIES
EXAMPLE 2
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SPORTS, MANAGEMENT & BUSINESS, HVA
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• National and international students: n = 750• Staff: n = 35
• ≠ ‘sportsmanager but manager in the sport’
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FOUNDED 10 AGO: A CHANGING SPORTS CULTURE
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2
Interests, Desires & Needs of student
The starting professional
Orientate & OrganizeEvents
Analyze & DevelopProject & market research
Innovation & strategic actionEntrepreneurship & internship
Vision & Profile building
Knowledge & Skills
CoachingWork context
1
3
Sport
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RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUM OF SPORTS MANAGEMENT AND BUSINESS
Previously:10 ECTS, 1st semester education 2 times 75 minutes per week2nd semester, the conducting of the research project within sports specialityGuidance was initiated by students themselves
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RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUM OF SPORTS MANAGEMENT AND BUSINESS
Results:Problem as ≤ 20 % finished the project within the 3rd year Large group of students hadn’t finished the research project prior to their graduation projectSkills weren’t incorporated and≠ Take action to become researchers and plan to conduct and use itEvaluated as a ‘stand alone’ subject with the curriculum
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RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUM OF SPORTS MANAGEMENT AND BUSINESS
Change:1st semester: business plan + 3 different supporting subjects (finance, accountacy & marketing management) = 24 ECTSFocus = business plan!Research project ‘fifth wheel on the wagon’Incorporation research project within business studies
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RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUM OF SPORTS MANAGEMENT AND BUSINESS
Results:70% finishes the project within the yearStudents are involved and understand why and how research is done in practiceTransfer of developed skills and attitude (graduation project)Both research project as the business plan benefit
= no isolation of research project!
What is on student’s mind, what is a relevant (work) context?
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GOALS FOR RESEARCH IN EDUCATION(VERBURGH ET AL, 2009)
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Curriculum goals:1. Learn about the results of research
2. Know about methodological / theoretical foundation of results
3. Develop instrumental research skills
4. Develop the competence of being a researcher
5. Develop a critical attitude towards information, and (creating) knowledge
6. Develop curiosity towards disciplinary (professional) developments
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COMPARED TO ELSEN ET AL. (2009)
Research orientation:
Research-oriented (learning the process of knowledge construction by practicing research activities)
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RAOUL ENGELBERT, PHD
DIRECTOR AND ASSOCIATE PROFESSOR
EDUCATION OF PHYSIOTHERAPYUNIVERSITY OF APPLIED SCIENCESAMSTERDAM
BRIDGING THE GAP BETWEEN RESEARCH AND
TEACHING IN PROFESSIONAL HIGHER EDUCATION:
CLINIMETRICS IN PHYSIOTHERAPY
EXAMPLE 3
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EDUCATION OF PHYSIOTHERAPY HVA
• National and international students: n = 1300• Staff: n = 80• Professional in the lead
• Education - patient care - research
Evidence based practice – practice based evidence Clinimetrics Classification - guidelines Clinical reasoning Diagnostics - tailored care
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UNIVERSITY OF APPLIED SCIENCES (HVA) + UNIVERSITY HOSPITAL AMSTERDAM (AMC)
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CLINIMETRICS WEEK
2010
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GOALS FOR RESEARCH IN EDUCATION(VERBURGH ET AL, 2009)
CURRICULUM GOALS
1. Learn about the results of research
2. Know about methodological / theoretical foundation of results
3. Develop instrumental research skills
4. Develop the competence of being a researcher
5. Develop a critical attitude towards information, and (creating) knowledge
6. Develop curiosity towards disciplinary (professional) developments
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FROM QUESTIONS TOWARDS RESEARCH AND ANSWERS
• What can be measured, how and why ?
• How to measure reliable – valid ?
• Standard operating procedure
• Training, reliability study
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FROM QUESTIONS TOWARDS RESEARCH AND ANSWERS
• Hypothesis
• Measurements
• Data - analysis and interpretation
• Presentations
• Experts opinion
Research-based (Elsen et al, 2008):• students participate in the development of new knowledge, • learn the procedures and processes of data gathering
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18 Stations
• Questionnaires• Physical performance• Biomechanical properties• Physical fitness
185 students, 3rd year
measured 200 students, 2nd year
Meetstations
I DemografischActiviteiten
DemografischVragenlijsten
D1 Vragenlijst algemene, sport, roken, alcohol,
voeding
D2 Vragenlijst fysieke activiteiten (SQUASH,
Baecke, IPAQ)
D3 Vragenlijst angst en depressie
D4 VermoeidheidCIS
Demografisch Fysieke testen
D5 Meten lichaamskenmerken
lengte/gewicht/omvang
D6 Pijndruk meter
D7 Vetplooi meting, huid laxiteit
D8 Bloeddruk meting
II Biomechanische kenmerken
SpierkrachtMobiliteit
B 9 Kracht: HHD abductie schouder, dorsiflexie voet,
flexie heup
B 10 Kracht: handknijpkracht
B 11 Kracht: CIMT, inspiraoire kracht
B 12 Kracht: sprongkracht
B 13 Mobiliteit; Sit and reacht test, stand, zit
B 14 Mobiliteit: goniometrie pols, enkel,
knie, elleboog
B 15 Mobiliteit: BreightonscoreBulbena score
III Inspanningsvermogen
Fysieke inspanningsvermogen
I 16 Ästrand test
I 17 Harvard Step test
I 18 Longfunctietesten VC etc
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Meetstations
I DemografischActiviteiten
II Biomechanische kenmerken
III Inspanningsvermogen
DemografischVragenlijsten
D1 Vragenlijst algemene, sport, roken, alcohol,
voeding
D2 Vragenlijst fysieke activiteiten (SQUASH, Baecke,
Tegner)
SpierkrachtMobiliteit
B 9 Kracht: HHD abductie schouder, dorsiflexie voet,
flexie heup
B 10 Kracht: handknijpkracht
B 11 Kracht: CIMT, inspiraoire kracht
B 12 Kracht: sprongkracht
B 13 Mobiliteit; Sit and reacht test, stand,
zit
B 14 Mobiliteit: goniometrie pols, enkel,
knie, elleboog
Fysieke inspanningsvermogen
I 18 Longfunctietesten VC etc
I 17 Harvard Step test
I 16 Ästrand test
Demografisch Fysieke testen
D5 Meten lichaamskenmerken
lengte/gewicht/omvang
D6 Pijndruk meter
D7 Vetplooi meting, huid laxiteit
D8 Bloeddruk meting
D3 Vragenlijst angst en depressie
D4 VermoeidheidCIS
B 15 Mobiliteit: BreightonscoreBulbena score
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Meetstations
I DemografischActiviteiten
II Biomechanische kenmerken
III Inspanningsvermogen
DemografischVragenlijsten
D1 Vragenlijst algemene, sport, roken, alcohol,
voeding
D2 Vragenlijst fysieke activiteiten (SQUASH, Baecke,
Tegner)
SpierkrachtMobiliteit
B 9 Kracht: HHD abductie schouder,
dorsiflexie voet, flexie heup
B 10 Kracht: handknijpkracht
B 11 Kracht: CIMT, inspiraoire kracht
B 12 Kracht: sprongkracht
B 13 Mobiliteit; Sit and reacht test, stand,
zit
B 14 Mobiliteit: goniometrie pols, enkel,
knie, elleboog
Fysieke inspanningsvermogen
I 18 Longfunctietesten VC etc
I 17 Harvard Step test
I 16 Ästrand test
Demografisch Fysieke testen
D5 Meten lichaamskenmerken
lengte/gewicht/omvang
D6 Pijndruk meter
D7 Vetplooi meting, huid laxiteit
D8 Bloeddruk meting
D3 Vragenlijst angst en depressie
D4 VermoeidheidCIS
B 15 Mobiliteit: BreightonscoreBulbena score
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RESULTS
Research questions examples:
• Is range of joint motion associated with blood pressure ?
• Are hypermobile students more depressed ?
• Is fatigue associated with physical fittness ?
• Is muscle strength associated with gender ?
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RESULTS
• One week: 8.00-17.00: 50.000 data gathered
• Judgement students: 7.5
• Costs: 20.000 euro (staff, equipment, food)
• Reference values for• 3 articles• Control group for study National ballet• Protocols for research
• Motivated students and teachers participate in (international) research
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GOALS FOR RESEARCH IN EDUCATION(VERBURGH ET AL, 2009)
CURRICULUM GOALS
1. Learn about the results of research
2. Know about methodological / theoretical foundation of results
3. Develop instrumental research skills
4. Develop the competence of being a researcher
5. Develop a critical attitude towards information, and (creating) knowledge
6. Develop curiosity towards disciplinary (professional) developments
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GOALS FOR RESEARCH IN EDUCATION(VERBURGH ET AL, 2009)
CURRICULUM GOALS
1. Learn about the results of research
2. Know about methodological / theoretical foundation of results
3. Develop instrumental research skills
4. Develop the competence of being a researcher
5. Develop a critical attitude towards information, and (creating) knowledge
6. Develop curiosity towards disciplinary (professional) developmentsYES WE CAN !!
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Three experiences of combinations of goals and orientation..
• Implications for educational practise / curriculum building
• Implications for the models (content / usability)
CONCLUSION & DISCUSSION