Download - Teacher learning Niina Impiö
Learning and Educational Technology Research Unit
Teacher learning and Teacher learning and collaborationcollaboration
18.11.2013Niina Impiö
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Teacher learning
• Teacher knowledge• Teacher beliefs• Teacher collaboration
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”Teaching for the knowledge society requires developing broad cognitive learning, collaborative processes, risk-taking, creativity, and innovation in schools and classroom.” (Sahlberg, 2006)
Photo: http://www.facebook.com/photo.php?fbid=401503909941531&set=a.340040226087900.80614.339992636092659&type=1&theater
The challenge of 21st century
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Changes in teachers’ work
• There is ongoing pressure for developmental changes in education (e.g. educational innovations, technology-enhanced learning).
• There is a need for changes in knowledge, beliefs, emotions and teaching practices (Bakkenes, Vermunt & Wubbels, 2010).
• Educational innovations have failed too often because they did not recognize the need for teacher learning (c.f Fullan, 1982; Lieberman & Pointer Mace, 2008)
• These changes require continuous teacher professional development (e.g. Sahlberg & Boce, 2010).
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• When there is need to change the pedagogy of the school, teachers are expected to adapt their way of teaching accordingly.
Teachers have to– Develop novel visions on learning and teaching– be motivated to learn about the new pedagogy– understand what the innovation is useful for– develop skills to bring the innovation into practice– Form a community of teachers who all will learn new
things
Teaching is very demanding, high-performance profession in which teachers must rapidly make many decisions in a highly complex and time-pressured conditions
Running 21st teaching teachers should learn to be adaptive experts (e.g. Crawford, Schlager, Toyama, Riel & Vahey, 2005)
Challenge for teachers
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• In recent years, teacher learning has become an important topic in educational research.
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• What is teacher learning?
WRITE DOWN YOUR OWN THOUGHTS
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Teachers’ expertise is based on
1) Theoretical knowledge• knowledge of one’s own teaching subject and pedagogical knowledge research-based teaching
2) Practical and empirical knowledge• teaching knowledge, target group evaluation, tacit knowledge
3) Self-regulative knowledge (Pintrich, 2004)• regulating one’s own learning process: planning and activating, monitoring,
control, and reflection
4) Knowledge of collaborative working practices• networking, collaborative learning, collaborative knowledge building
5) Knowledge of technology(Koehler, M.L. & Mishra 2006; 2009)
(e.g Barab, Kling & Gray 2003; Tynjälä, 2004)
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TPACK Framework (Koehler & Mishra 2009)
• This model describes how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology
http://tpack.org/
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Technological pedagogical content knowledge (TPACK)1. Technology knowledge (TK)
– indicates teachers’ skills to use different technologies– awareness of the different possibilities and constraints that
technologies have knowing what kind of software there are, and for what
purposes and how to use them in the context of learning
2. Technological content knowledge (TCK)– The knowledge about the manner in which technology knowledge
(TK) and content knowledge (CK) are reciprocally related to each other
understanding which technologies and software work with certain content
3. Technological pedagogical knowledge (TPK) understanding how teaching and learning changes when
introducing and using different technologies understanding the benefits and constrains of different
technologies when using them in teaching
TPACK is important when we consider software used in teaching. Software such as social software or office tools is rarely designed specifically for teaching. This leaves the teacher to decide and apply them in teaching based on his or her judgment on the benefits of different tools for learning. (Valtonen, 2011).
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Teacher beliefs• Teachers’ beliefs determine their teaching practices (Kagan, 1992;
Pajares, 1992; Wilkins, 2008)
• Teachers’ behaviours do not change without changes in beliefs (Kagan, 1992; Kane et al., 2002; Pajares, 1992)
• Variety of teacher beliefs (Kim et al., 2013)– Teacher expectation of learner success– Self-efficacy in their own ability to teach– Beliefs about the value of specific teaching strategies or materials– Content specific beliefs
• Teacher beliefs change through conceptual change that requires them to critically recognize their own beliefs as well as to observe, evaluate, and alternative beliefs. (Kagan, 1992)
• These strategies can be done through collaboration among teachers (Chen, 2008).
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Teacher beliefs and technology integration (Kim et al., 2013)
• Technology challenge teachers’ beliefs in new ways of both seeing and doing things (Ertmer, 2005)
• Teachers’ beliefs about the nature of knowledge and learning and beliefs about effective ways of teaching were related to their technology integration practices. (Kim et al., 2013)
teacher beliefs should be considered in order to facilitate technology integration
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Effectiviness of teacher beliefs (Kim et al., 2013)
• If teacher believes that the source of knowledge is authority, that teacher may not use a relatively open-ended approach that encourages students to explore a variety of sources and construct answers to a given problem or complete certain task. PROBLEM-BASED LEARNING, STUDENT-CENTERED LEARNING
• If teacher believes that working in collaboration brings about greater benefits than learning alone, that teacher would tend to include more group work than teachers who see little or no learning value in collaboration. COLLABORATIVE LEARNING, KNOWLEDGE BUILDING
• If teacher believes that the value of technology for student learning is high because an interactive whiteboard that allows her to promote active partIcipation of students. In contrast another teacher believes that the value of technology for student learning is high because an interactive whiteboard allows him to deliver content more efficiently by projecting online resources on the board. EDUCATIONAL USE OF TECHNOLOGY
The change environment
The interconnected model of teacher professional growth
(Clarke & Hollingsworth, 2002)
Enactment (implement)
Reflection
External source of
information or stimulus
KnowledgeBeliefs
Attitudes
Professional
experimen-tation
Salient outcomes
External domain
Personal domainDomain of practice
Domain of consequence
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DISCUSS WITH YOUR PEER
1)First, share your memos about teacher learning
with your peer.
2)Then, discuss how teachers learn.
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Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
Teacher Learning
•How teachers learn at work?– learning by experimenting– learning in interaction– using external sources– consciously thinking about one’s own teaching
practices
(Kwakman 2003, Lohma & Woolf 2001, Van Eekelen et al. 2005)
LET.OULU.FI 12.04.23Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
Towards teachers’ collaborative Towards teachers’ collaborative working practicesworking practices
• Collaboration and it’s impact on pedagogical practices is important for teachers’ professional development.
(Barab & Squire, 2002; Barab, Makinster & Scheckler, 2003; Meirink, Meijer & Verloop 2007; Goddard, Hoy & Woolfolk Hoy, 2004 Yuen, Law & Wong, 2003).
• It is even more important in various complex and daily situations
”We were lucky to experience possibilities of creative collaboration. Then, problems did not anymore feel like problems; rather they were possibilities. We we allowed to move on towards them, game-based manners, using tools and time as we chose were the best.” (Edutool student)
LET.OULU.FI 12.04.23Learning and Educational Technology Research UnitLearning and Educational Technology Research Unit
• “a coordinated synchronous activity that is the result of continued attempt to construct and maintain a shared conception of a problem” (Roschelle & Teasley, 1995)
• “is a situation in which two or more people learn or attempt to learn something together” (Dillenbourg, 1999)
• ”Unlike some my colleagues I posses understanding that collaboration does not happen just bringing people together. Succesfull collaboration requires hard work and commitment to joint aims. It requires --- free athmosphere and awareness of each member’s expertise and previous experiences. Collaboration requires flexibility: you need to be ready to change your perspective and construct new knowledge together.”(Edutool student)
Towards teachers’ collaborative Towards teachers’ collaborative working practicesworking practices
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Collaboration levels among teachers (Little, 1990; Rosenholtz, 1989)
• FIRST ”storytelling and scanning” occurs in staff rooms or in hallways moment-by-moment exchanges
• SECOND ”aid and assistance” critically look one’s teaching practice
• THIRD ”sharing” or ”exchaning instructional materials and ideas” regularly sharing materials, methods an opinions allow teachers to make their daily teaching routines accessible to
other teachers which promotes productive discussions of the curriculum
• FOURTH ”joint work” or ”instructional problem-solving and planning” teachers feel a collective responsibility for the work of teaching
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Teachers’ learning experiences in collaborative settings (Meirink, Meijer & Verloop 2007)
• Experimenting with– an adjusted teaching method of a colleague– a copied teaching method of a colleague– self-invented teaching method developed in a group
meeting
• Reflecting– comparing teaching methods or theories to own
teaching methods– valuing elements in colleagues’ teaching methods– becoming aware of own conceptions or good practices
in own teaching methods
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• Learning from others without interaction– observing colleagues’ teaching methods– listening to presentation of experts– reading articles and collegues’ written reports
• Learning from others in interaction– brainstorming and discussing– exchanging teaching methods– asking questions about collegues’ experiences or
experiments– receiving feedback from collegues on own experiences
or experiments
Teachers’ learning experiences in collaborative settings (Meirink, Meijer & Verloop 2007)
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Collaborative working starts effective
learning mechanism.
Collaborative working starts effective
learning mechanism.
Asking and explaining
Argumentation and giving feedback
Knowledge sharing
Learn from others learning and teaching strategies
(esim. Dillenbourg, 1999; Roschelle & Teasley, 1995)
E6
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• How do you see collaboration as a tool for
teacher learning/ professional development?
• How do you see technology as a tool for
teacher learning/ professional development?
DISCUSS WITH YOUR PEER
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piö
(Ilomäki & Lakkala, 2005)
5
The goals of the school The content of the vision, The vision of using ICT, The content of school's strategy for using ICT, The importance and centrality of the visions and strategies.
Expert-like working culture in the school Practices for sharing knowledge and distributing expertise, Networking: principal, teachers and students; both internal and external, Commonly agreed and appropriate ways of working, Community's collective memory, common development projects.
Leadership The role of the principal, Shared leadership and responsible teams, Principal's networking.
Teacher community's working culture Uniformity of the visions, Pedagogical collaboration and its density, Sharing of expertise, Community’s internal networking, Discussion culture, Development culture.
Pedagogical practices Pedagogical conceptions in general, Conceptions of the pedagogical use of ICT, Learning tasks that exploit ICT, Support for knowledge management skills, ICT as school's common pedagogical tool
The ICT resources Adequateness of the ICT-resources, Technical equipment, The level of students’ and teachers’ skills and use of ICT, Technical and pedagogical support available
Multilevel model of an innovative, knowledge-creating school
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Niina Impiö ([email protected])
THANK YOU!
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References
• Bakkenes, I., Vermunt, J. D. & Wubbels, T. (2010). Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers. Learning and Instruction, 20(6), 533-548.
• Bereiter, C. & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature of expertise. Chicago: Open Court.
• Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18, 947–967.
• Chen, C. (2008). Why do teachers not practice what they believe regarding technology integration? Journal of Educational Research, 102(1), 65-75.
• Dillenbourg P. (1999). What do you mean by collaborative learning? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (s.1-19). Amsterdam: Pergamon.
• Fullan, M. (2002). The Role of Leadership in the Promotion of Knowledge Management in Schools. Teachers and Teaching: theory and practice, 8(3/4), 411-419.
• Ilomäki, L., & Lakkala, M. (2005, August). A framework for investigating school development through ICT. A paper presented at the 11th Biennial Conference for Research on Learning and Instruction (EARLI), Nicosia, Cyprus.
• Kagan, D. M. (1992). Implications of research on teacher belief. Educational Psychologist, 27(1), 65-90.
• Kim, C., Kim, M.K., Lee, C., Spector, J.M., & DeMeester, K. (2013). Teacher beliefs and technology integration. Teaching and teacher education, 29 (1), 76-85.
• Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from: http://www.citejournal.org/vol9/iss1/general/article1.cfm
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References
• Meirink, J.A., Meijer, P.C., & Verloop, N. (2007). A closer look at teachers’ individual learning in collaborative settings. Teacher and Teaching: Theory and Practice, 13(2), 145–164.
• Meirink, J. A., Imants, J., Meijer, P. & Verloop, N. (2010). Teacher learning and collaboration in innovative teams. Cambridge Journal of Education, 40 (2), 161–181.
• Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
• Pajares, M. F. (1992). Teachers’ beliefs and educational research: cleaning up a messy construct. Review of Educational Research, 62(3), 307-332.
• Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
• Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harward Educational Review, 57(1), 1-21.
• Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational Research Review, 3, 130–154.
• Van Eekelen, I.M., Boshuizen, H.P.A., & Vermunt, J.D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50, 447-471.
• Wilkins, J. K. M. (2008) The relationship among elementary teachers’ content knowledge, attutudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139-164.
