Presentation eapril 2010

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Presentation eapril 2010

  1. 1. Teachers’ professional development at work An organisational and task perspective Arnoud Evers Karel Kreijns Beatrice van der Heijden John Gerrichhauzen
  2. 2. Overview presentation <ul><li>Importance of teachers’ professional development </li></ul><ul><li>What is learning at work? </li></ul><ul><li>Why an organisational and task perspective ? </li></ul><ul><li>Research questions </li></ul><ul><li>Theoretical framework & proposed model </li></ul><ul><li>Development questionnaire and data collection </li></ul><ul><li>Analyses & Results </li></ul><ul><li>Conclusions </li></ul><ul><li>Discussion questions </li></ul>
  3. 3. Importance of teachers’ professional development <ul><li>Due to quantitative and qualitative teacher shortages teachers’ professional development is essential </li></ul><ul><li>Professional development = traditional learning (master / training) and learning at work </li></ul><ul><li>Traditional learning is not enough </li></ul><ul><li>Recent study in journal of HRD mentions learning at work as most important topic of future discipline </li></ul>
  4. 4. What is learning at work? <ul><li>Participation in learning activities related to work </li></ul><ul><li>For teachers (Kwakman, 2003): </li></ul><ul><li>Keeping up-to-date </li></ul><ul><li>Experimenting </li></ul><ul><li>Reflection and feedback asking </li></ul><ul><li>Collaboration </li></ul>
  5. 5. Why an organisational and task perspective? <ul><li>Human Resource Management and Development (HRM & HRD) still underdeveloped in schools </li></ul><ul><li>Limited literature & research on organisational and task factors related to learning of teachers at work </li></ul>
  6. 6. Research questions <ul><li>1) What organisational and task factors influence learning of teachers at work in primary and secondary education? </li></ul><ul><li>2) What is the influence of these organisational and task factors on learning of teachers at work? </li></ul><ul><li>3) What is the influence of learning at work on teachers’ occupational expertise </li></ul>
  7. 7. Research question 1) <ul><li>What organisational and task factors influence learning of teachers at work in primary and secondary education? </li></ul>
  8. 8. Theoretical framework Participation in learning activities at the workplace and predictors (Kwakman, 1999, 2003, strongly simplified) Organisational factors Organisational factors Occupational expertise Task factors Participation in professional learning activities Occupational expertise and predictors (Van der Heijden, 2003, strongly simplified )
  9. 9. The proposed working model <ul><li>Organisational </li></ul><ul><li>factors </li></ul>Participation in professional learning activities Occupational expertise Task factors
  10. 10. The proposed elaborated model based on further literature search and expert meeting <ul><li>Organisational factors </li></ul><ul><li>- Learning climate in the organisation </li></ul><ul><li>- Member of team </li></ul><ul><li>- Transformational leadership </li></ul><ul><li>- Social support immediate supervisor </li></ul><ul><li>- Social support colleagues </li></ul>Participation in professional learning activities Occupational expertise Tasks factors - Work pressure - Emotional demands - Autonomy - Learning value of the function - Tasks apart from teaching
  11. 11. Research question 2) <ul><li>What is the influence of these organisational and task factors on learning of teachers at work? </li></ul>
  12. 12. Development questionnaire and data collection <ul><li>Scales of predictors and dependent variable (occupational expertise) based on existing scales from literature </li></ul><ul><li>Items and scales of mediator (professional learning activities) newly developed and tested with factor analysis </li></ul><ul><li>Digital questionnaire among teachers in 8 secondary schools and 9 primary schools </li></ul><ul><li>Average respons 34% </li></ul><ul><li>In total 470 respondents (N = 470) </li></ul>
  13. 13. Analyses <ul><li>Factor analysis </li></ul><ul><li>Improved an existing instrument of professional learning activities at work (Kwakman, 2003) </li></ul><ul><li>Multiple regression analyses </li></ul>
  14. 14. Preliminary results of factor analysis on professional learning activities <ul><li>Factor analysis (which matched with the categories in the literature) delivered the following factors: </li></ul><ul><li>1) Keeping up-to-date: reading/studying </li></ul><ul><li>2) Keeping up-to-date: training and study day related to work </li></ul><ul><li>3) Experimenting </li></ul><ul><li>4) Reflection and feedback </li></ul><ul><li>5) Collaboration (with colleagues) to improve lesson </li></ul><ul><li>6) Collaboration with (colleagues) to improve school development </li></ul>
  15. 15. Preliminary results of multiple regression analyses <ul><li>Research question 2) “What is the influence of these organisational and task factors on learning of teachers at work?” </li></ul><ul><li>1) Keeping up-to-date: reading/studying </li></ul><ul><li>2) Keeping up-to-date: training and study day related to work </li></ul><ul><li>3) Experimenting </li></ul><ul><li>4) Reflection and feedback </li></ul><ul><li>5) Collaboration (with colleagues) to improve lesson </li></ul><ul><li>6) Collaboration (with colleagues) to improve school development </li></ul>
  16. 16. Output multiple regression analysis 1 Dependent variable: Reflection and feedback R square = 12% Standardised Beta Significance Organisational factors Learning climate 0,08 0,23 Member of team -0,01 0,93 Transformational leadership -0,07 0,38 Social support supervisor 0,13 0,10 Social support colleagues 0,16** 0,01 Task factors Work pressure 0,13* 0,03 Emotional demands 0,06 0,28 Autonomy 0,06 0,27 Learning value of function 0,13* 0,03 Tasks apart from teaching -0,01 0,21 * p < .05 ** p < 0,01
  17. 17. Output multiple regression analysis 2 Dependent variable: Collaboration (with colleagues) to improve school developme nt R square = 16% Standardised Beta Significance Organisational factors Learning climate 0,03 0,68 Member of team 0,07 0,16 Transformational leadership -0,03 0,69 Social support supervisor 0,21** 0,005 Social support colleagues 0,12* 0,04 Task factors Work pressure 0,13* 0,03 Emotional demands 0,03 0,53 Autonomy 0,03 0,63 Learning value of function 0,06 0,28 Tasks apart from teaching 0,24** 0,000 * p < .05 ** p < 0,01
  18. 18. Conclusions <ul><li>Reflection & feedback stimulated by: </li></ul><ul><li>- Work pressure </li></ul><ul><li>Social support colleagues </li></ul><ul><li>Learning value of the function </li></ul><ul><li>Collaboration (with colleagues) to improve school development stimulated by: </li></ul><ul><li>Work pressure </li></ul><ul><li>Social support colleagues </li></ul><ul><li>Social support supervisor </li></ul><ul><li>Tasks apart from teaching </li></ul><ul><li>Learning at work does not go automatically, schools need to organise this and develop sound policies </li></ul>
  19. 19. Discussion questions <ul><li>Any questions about the presentation? Feedback? </li></ul><ul><li>Professional development of teachers: traditional learning is not enough </li></ul>
  20. 20. Discussion questions <ul><li>Do you feel work pressure stimulates you in terms of learning at work? </li></ul><ul><li>When do you need social support from your colleagues? When from your supervisor? </li></ul><ul><li>Which collaborative activities do you find most valuable for learning? </li></ul>
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