Rudy Vandamme Knowledge Development in the Classroom
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Presentation Dialogical Self conference 2010. Measuring teacher's ability to co-create and develop knowledge together with his students.

Presentation Dialogical Self conference 2010. Measuring teacher's ability to co-create and develop knowledge together with his students.

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  • 1. GAC Assesment, Training en CoachingInfo@gac-coaching.nlwww.gac-coaching.nl The ability of teachers in higher education to develop knowledge in collaboration with their students Rudy Vandamme (BE) Erica Gasseling (NL) 6th International Conference on Dialogical Self Theory Athens Sept-Octobre 2010Vandamme.rudy@skynet.bewww.forkmodel.net
  • 2. Content1. Context: educational reform in the Netherlands2. My PhD queste3. Research method4. Quantitive conclusions5. Qualitative conclusions6. Application in Training Teachers7. Knowledge creation in higher professional education
  • 3. Modern education paradigm: patriarchal Knowledge Teacher as expert The teacher is transmitter of knowledge Transmission Students 3
  • 4. Modern education paradigm: industrial Learning is a linear process in the students Teaching LearningInput Output School 4
  • 5. Post-modern education paradigm: self-directed learning Knowledge is Everywhere; Knowledge The teacher is a coach or facilitator Teacher as coach Students 5
  • 6. Post-modern education paradigm: self-directed learning Knowledge Colloborative learning Subgroup amongst students Subgroup Knowledge Teacher Selfdirected as facilitator learning Knowledge Kn ow le dg e Knowledge 6
  • 7. Our vision on education developmentEducation development is not a linearprocess to replace teacher-centerededucation by student-centered education,but to value all possiblities of the learningcontext, e.g. to construct education as acontext of relationships. NOT student-centered NOT teacher-centered BUT relationship centered 7
  • 8. Ph.D Research questeHow to integrate institutional arranged relationships andthe possibility of co-creative knowledge development? Educational Co-creative structure Knowledge Development
  • 9. Thesis for this research moduleThe possibility of co-creative knowledge development inthe classroom depends on teacher’s capacity to accessdifferent complementary I-positions in order to solveconflicting goals of education. • Program targets • Bringing up, ‘educating’ students • Managing a mini society in the classroom • Coaching individual students • Doing research and knowledge development • Inspiring young people, role model
  • 10. The Dialogical Self theory, Hubert HermansSelf as monolithic I as teacher I as student
  • 11. The Dialogical Self theory, Hubert HermansDialogical Self Students e ogu My l Dia knowledge My students School I as in search for recognition I as My partner Books transferring knowledge I as coach Extended Self Dialogical Self
  • 12. The Dialogical Self theory, Hubert HermansThe interaction between the dialogical self of the teachers and the dialogicalself of students My knowledge My students My teacher I as in search for recognition I as ambitious I as transferring knowledge I as exploring I as creative worlds I as detached from education I as teacher I as student
  • 13. Research method: understanding teachers with the PPR and interview• PPR = Personal Position Repertoire (Hermans), online instrument• Dialogue/interview• Professional (non-academic) higher education• 4 different schools (nurse, social work, HRM, communication)• 14 teachers: – 3 men, 11 women – 4 young (< 5 years), 10 senior (> 10years)• Procedure: – In every school one contact person who motivates the colleagues to collaborate. – An opening email with a word doc attached, to frame the research and to prepare for the online PPR. – Online PPR – Interview with each teacher (1,5 hour) – Dialogue amongst us (Erica & Rudy)
  • 14. PPR: choosen repertoireINTERNAL I-POSTIONS EXTERNAL I-POSITIONSI as expert My partnerI as facilitator My fatherI as responsable My motherI as passionated My childrenI as structuring My students from class 1I as teacher My students from class 2I as student My students from class 3I as artist My sister/brotherI as narrator My colleaguesI as knowledge transfer GodI as colleague My best friendI as role model Somebody who needs helpI as evaluator The worldI as researcher A teacher who is an example for meI as developer of knowledge De schoolleaderI as I amI as I should be + 5 EXTRA+ 5 EXTRA
  • 15. Online PPR
  • 16. Raw data of the PPR External positions My...studentsInternal positions I as...
  • 17. Hierarchy of positions
  • 18. Correlations
  • 19. Some quantitative conclusions: hierarchy10/12 teachers has strongest activation for I as I am10/12 teachers indicatie lowest activation I as I have to be in schoolLow internal: I as student, I as researcher, I as egoHigh external: students (3 classes)Low internal: world, GodConclusions:1.Typical for a teacher is to have a strong sense of being present ‘this isme’. They pace themselves in contrast with the school demands.2.Teachers are very sensitive to connection with students! ‘their students’.3.Doing co-creative research with students in placements, and contributingto the content professional community (writing a paper) is rare.4.Teachers see themselves as translaters of knowledge from academic toprofessional context and helping their students to find their way through thelearning career.
  • 20. Some quantitative conclusions: correlationsThe half of the sample (6teachers) shows a positive correlation between Ias teacher and I as expert, knowledge transmission, rolemodel, evaluatorBUT also I as developer of knowledge and not with being a researcher.High correlations between the three classes > Teachers tend to do thesame approach in different classes.Only in one case there was a positive correlation between I as teacher andI as artist.
  • 21. Discussion quantitative research1.I positions are highly subjectively interpreted by teachers doing thePPR. Correlations are very unique for each teacher. It is not possible togeneralise on a small sample. Each unique correlation profile has to beinterpreted in dialogue with the teacher to become meaningful. I as student - ‘no, I am not’ >> I as learning - ‘yes, always’ I as teacher - ‘yes, although I am a trainer, I still have a responsability’ I as Developer of knowledge - ‘yes I rewrite my syllabus every year’ I as researcher - ‘no, I am not working at university level’ I as artist - ‘no, I am not painting or sculpting’ I as coach - ‘yes and no’2.The choice of I positions determines the outcome.3.They have to learn to think ‘PPR’; it requires introspection.4.Is it behaviour or narrative?5.Is it created at the moment itself or is it a description?6.Some connections are stupid, e.g. I as coach - a beloved person who isdead.
  • 22. Further research vistas1.Finding a way defining I positions in a less intepretative way.2.Reducing external positions, related to the goal under study.3.Enlarge it to a general mapping of personality.4.Taking a representative sample so that an individual or smaller samplecan be compared with statistical obtained averages.5.Using the instrument as a starting point or an in between point in adialogical inquiry.6.Using the instrument as an educational tool for teachers. PSYCHOSOCIAL POSITIONS I as your teacher I as a fatherlike person I as an researcher in life SOCIAL ROLES VALUATIONS I as teacher in a school Teaching I as father of children Parenting I as researcher at university inquirying Childisch
  • 23. ue Interview questions ia logA d Interpreting data: What do you mean by... How are you doing education in classroom? From your biography, what is the psychosocial equivalent of being a teacher? How are you supporting the personal development (18years old) of the students? What challenges do you encounter in your own positioning? How do you develop knowledge through the interaction with students?
  • 24. From valuation (SCM) to I-position ValuationsTranscript I asinterview Personal Position Repertoire
  • 25. Some qualitative conclusions: composition teacher PVNurse school, Teacher Physiology, anatomyI as teacher - structure, strict ‘they are sponges’X My students are my spongesI as mother - caring, loving ‘I see it all’XI as passionate - I want them to think for themselvesX I admit I am not developing knowledge;I as story teller The content doesn’t fit with the idea of co-creationXI as physican - students asking medical questions aboutthemselvesXI as coach - listening to individual questionsXI as being aware of my pedagogical role - I as role model (‘see,this behavior is possible’)
  • 26. Some qualitative conclusions: composition teacher MdRManagement, Teacher Human resources I use my student to feed my own creative challenges.I as king - man, structure, giving directionXI as going for connection - woman, recognition, Knowledge creationX is the core of higher education; integrating internship of studentsI as Child - creative, playing, visualising ideasXI as producing creative result - integration of intership based data
  • 27. Some qualitative conclusions: composition teacher CRTrainer communcation for teachers course I know now better how to arrange education in orderI as structuring - prestructured shedule to arrive at the learning outcomesXI as facilitator - giving materialsXI as confronting them - ‘I go into it’, ‘hé what is happening here’, ‘beauthentic’X Knowledge creationI as giving space - sitting back is applied knowledge
  • 28. Some conclusion1.In general ‘structure’ and ‘connection’ will be present in any teacher’sprofile. These positions are mixed in a way that brings togethercontradictory values of each (educational and humanistic).2.Senior teachers can be succesful in different ways. Co-creation andknowledge development are not necessary to be a succesful teacher.3.To be able to co-create knowledge development a teacher needsbesides the general educational I positions (structure & connection ) aspecific I position of creative knowledge development.
  • 29. Discussion qualitative research1. Doing only one interview gives as endresult an assesment. It is notenough to obtain data and categorize them. The researcher is out ofdialogue.2. Positions are sometimes explicit, sometimes not at all. It is artificial tospeak about ‘I as ...’ if the person has just a feeling of doing something.- ‘Well if you insist, you can call it a position’.3. I took the perspective of understanding teachers in how to managethe multiplicity of their job. It was difficult to keep in mind the referenceof my research question. Is it possible to combine an understandingmodus with a testing modus?
  • 30. Further research vistas1.Feedback the results to the teachers and discuss with them a mappingof there personality profile as teacher.2.Doing a SCM with the material.3.Looking for behavioral based patterning of I positions.4.Starting with a general mapping of the dialogical self with a interviewbased agreement on the repertoire.5.Using a developmental perspective to obtain a better inside in internalconflicts.6.How can we study the open space (in between position) idea in thedialogical self? 7.Using constellation work to understand the relational field betweenteacher-students-knowledge.8.How can we study deeper meanings of the presence of the ‘I asstudent modus’, discussed in literature as the necessary condition toconnect with students?
  • 31. Relational thinking, level 1: integrating relationships ing l fo r ch ers l thinkM ode ng tea ationa Knowledge ini r el Tra d on e bas t io n Inspira g Learning rnin Teacher community Co Lea circle l la bo ra ti o n Students Education is a context in which relationships are intentionally interacting upon each other in order to stimulate learning and development.
  • 32. Relational questions, level 1How is the knowledge voice present in the learningcircle?How is the teacher’s voice present in the learningcircle?How are the students’ voices present in the learningcircle?How is the relationship between teacher and knowledgebrought into the learning community?How is the relationship between student and teacher part ofthe learning community?How is the relationship between student and knowledgebrought into the learning community?
  • 33. Relational thinking, level 2: integrating multiplicity Knowledge I as factual/ I as perspective I as incarnated idea I as historical rootedTeacher role I as related to someonesI as expert biographyI as facilitator Learning I as developmentalI as coach communityI as researcher circleI as I am Student role I as curious I as naive I as critical I as I amThe multiplicity of each participant makes the learning community morealive.
  • 34. Relational questions, level 2• Are you showing monolithic ‘teacher’ behaviour or a repertoire of different positions?• Are distinct I-positions recognised by the students?• Is ‘knowledge’ differentiated or put into the circle as truth?• Are students accepted in their multiplicity?• Is the multiplicity of the teacher fit for its purpose?e.g. If you like to co-create, you need to activate a not knowing position.
  • 35. Training Teachers with I-positions, level 1 & 2 I as classroom manager 2 1 I as architect 3 I as expert 4 I as I am 8 I as researcher I as Facilitator 5 I as coach I as cocreator 7 I as student 6 Students 35
  • 36. Relational thinking, level 3: integrating extended self Knowledge My costumers My context My studentsTeacher role My mediaMy studentsMy husband LearningMy child communityMy university circle Student role My friends My teacher My life worldThe dialogicality of all participants creates a complex field of interactionsthat enhance the possibility of development and creativity.
  • 37. Relational questions, level 3• How is the other (student/teacher/knowledge) represented as an external position in my dialogical self?• What is the constellation of the different positions in the extended self related to each other?• How is learning, researching and the unknown represented in the state of the teacher?
  • 38. Relational thinking, level 4: integrating external relationships (Ken Gergen) ManualsAcademic community Knowledge UniversitiesPartner Internet community TeacherHobbyChilden Learning Student job community circleFriends ParentsParents SiblingsSchool HobbyColleagues Student Lover Friends Placement The external relationships helps the learning to be embedded in context.
  • 39. Relational questions, level 4How are all relationships brought into the circle? Home life of students Peer relationship, classroom relationships Home life of teacher Relationship of teacher with the school Relationship of teacher with his professional community
  • 40. Relational thinking, level 5: contextual, holarchy (Ken Wilber) ManualsAcademic community Knowledge ResearchersPartner Internet community TeacherHobby Student jobChilden Learning community circle ParentsFriends SiblingsParents HobbySchool Loved oneColleages Student Friends Internship Teacher, students, knowledge and their relationships are ‘nested’ in the development of the bigger whole, e.g. The society (e.g.powerrelations, cultural patterns, educational reform, professional identity), development of human civilisation, global issues (e.g. Peak oil, financial crisis, migrations, ecology, climate change).
  • 41. Relational questions, level 5In what bigger context is the education embedded?What role does education play in that context?How is the way education is constructed a contribution to thedevelopment of societal, ecological and global challenges?
  • 42. Knowledge creation in higher professional education Knowledge t io n Inspira Gap between theory and practice ning lear Learning Teacher community Co lum circle l la ricu bo ra Cur ti o n ear ning Professional tal l ri e n field Expe (placement) StudentsIn higher professional education two learning circles are present. Ingeneral, they are quit seperated.
  • 43. Knowledge creation in higher professional education Knowledge t io n Inspira Gap between theory and practice ning lear Learning Teacher community Co lum circle l la ricu bo ra Cur ti o n ear ning Professional tal l ri e n field Expe (placement) Students Coach, supervisor
  • 44. Knowledge creation in higher professional education Knowledge t io n Inspira Gap between theory and practice ning lear Teacher Co lum l la ricu bo ra Cur ti o n ear ning Professional tal l ri e n field Expe (placement) Students Coach, supervisorKnowledge creation is the product of the interaction betweenacademic/theoretical frames and the professional practice of the studentsduring his placement.The teacher facilitates the construction of knowledge and manages theintegration of the necessary curriculum learning and experiental learningin the field.
  • 45. Knowledge creation in higher professional education Lector Knowledge t io n Inspira Gap between theory and practice ning lear Teacher Co lum l la ricu bo ra Cur ti o n ear ning Professional tal l ri e n field Expe (placement) Students Coach, supervisor The lector is more skilled in research methods.
  • 46. Knowledge creation in higher professional education Lector Knowledge t io n Inspira Gap between theory and practice ning lear Learning Teacher community Co lum circle l la ricu bo ra Cur ti o n ear ning Professional tal l ri e n field Expe (placement) Students Coach, supervisorIf higher professional education wants to enhance knowledge creation,the teacher’s professioal identity should move towards the profile of‘lector’.The presence of knowledge creation depends now solely on therepertoire of the teacher, e.g. the presence of a desire to developknowledge.