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2014 CoCo Seminar - Supporting Pre-Service and Early Career Teachers in Australia: Design for a Learning Network

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This talk presents a number of perspectives upon a growing learning network of pre-service and early career teachers. The learning network has arisen through a collaboration between a number of Australian universities, with the aim of facilitating support in the transition between pre-service education and the first years of service. The talk is structured to refer to this example in posing questions more general to design for learning networks:

- What is the motivation for developing the learning network? Original research into the need to augment teacher support in Australia.
- How do design of the set, activities and relationships align with participant motivations? Participant ownership and designing for culture (desired within the network) as well as cultural history (of the participants in other networks).
- How does theory influence the design process? Theory-based criticism of the design and allowing this to inform further design.

(more info at http://www.nickkellyresearch.com)

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2014 CoCo Seminar - Supporting Pre-Service and Early Career Teachers in Australia: Design for a Learning Network

  1. 1. Supporting Pre-Service and Early Career Teachers in Australia: Design for a Learning Network Nick Kelly The University of Southern Queensland
  2. 2. • Why? • Design for a learning network • And then…
  3. 3. • “Altruistic communities” • Motivation • League tables of…? • PageRank Image credit: Dewy Spider Web by User:Fir0002 Used under Creative Commons Attribution-Share Alike 3.0
  4. 4. (Kollmuss and Agyeman, 2002) Behaviour change (Kollmuss and Agyeman, 2002) Theory of reasoned action (Ajzen and Fishbein, 1980)
  5. 5. Pre-service and early career teachers • Transition • Challenges • Attrition • Role of support “The factors with the strongest effect were having a mentor teacher from one’s subject area and having common planning or collaboration time with other teachers in one’s subject area” (Ingersoll, 2012)
  6. 6. What is support? • Mentor • Orientation program • Reduced face-to-face • Follow up from TEP • Structured observation/reflection 24% primary no support 14% secondary no support (McKenzie et al 2007)
  7. 7. 19% unprompted negative comment (Kelly et al, 2014) “Limited support. A mentor teacher was assigned to me but her workload was such that there was little time to effectively help. Sink or swim!” (Kelly et al, 2014)
  8. 8. Who is unsupported? • Remote teachers – 27% unsupported (17% for non-remote) • Insecure employment – 25% unsupported (15% for supported) • Dissatisfied – Approx 30% unsupported (18% for satisfied) (SiAS data, 2007; n=1862)
  9. 9. What happens to a cohort after higher education?
  10. 10. (institutions/organisations) The Learning Place PLANE Scootle Community Facebook (user initiative)
  11. 11. Total Resource sharing Resource requesting Practice sharing Practice requesting Social Commercial Other Analysing Facebook
  12. 12. Email 44 71% Facebook 29 47% In Person 22 35% Telephone 14 23% Other 3 5% Twitter 0 0% How did you stay in touch with university community? (Kelly et al, 2014; n=62)
  13. 13. Design principles (95% agreement): • Ask questions of experienced teachers • Easily searchable and moderated FAQ from all 1st year teachers in the country (N=118, Kelly et al 2014)
  14. 14. Stack Overflow (Mamykina et al, 2011) • Enhanced Q&A • 5 million users • 11 minutes
  15. 15. (after Carvalho and Goodyear, 2014) • Set design • Social design • Epistemic design • Empirical foundation – (Survey, bigger survey, analysis) • Design-based – (Development, focus group, engagement) • Theory based critique
  16. 16. Set Design • Context – Physical, cultural, historical • Threshold for involvement • Device • Aesthetic • When? • Motivations
  17. 17. Social design • Who? • Interaction – Affordance – Default • Differentiation • Closed
  18. 18. Design for co-creation of knowledge • Emergent • Implied by: – Media – Seeding – First peoples • Motivation
  19. 19. • Role of theory • Relational agency (Edwards, 2005) • Resource sharing • Reflection on practice (Griffiths, 2000)
  20. 20. • Reflection on practice (Dewey, Schön) “…making preconceptions explicit through a study of autobiographical accounts can enable pre-service teachers to begin the transformation of personal experience into personal and professional knowledge” (Griffiths 2000, p547)
  21. 21. Challenges 1. Trust - Joint reflection (Wopereis et al, 2010) 2. Clarity - How to ask (Mamykina et al, 2011) 3. Stability - Responsibility, interiorizing (Gelfuso & Denis, 2014) …with massification (Clara et al, 2014)
  22. 22. Towards… • Teachers in research • Connection (hub) • Analysis • Design principles
  23. 23. An invitation 2014 S2 – Pilot (USQ + Griffith) 2015 S1 – Expanded pilot (+QUT,+CQU,+UQ,+?) 2015 S2 – Nationwide

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