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SPARK Forum at QUT: Nick Kelly and Steven Kickbusch

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A summary of research addressing the question of "how could online support be more valuable to teachers?" with a focus upon pre-servicec teachers. For the SPARK forum at QUT

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SPARK Forum at QUT: Nick Kelly and Steven Kickbusch

  1. 1. Nick Kelly and Steven Kickbusch nick.kelly@qut.edu.au and steven.kickbusch@qut.edu.au
  2. 2. So many questions • How do teachers currently get support online? • What support do teachers say that they want? • What is the impact of online support? • What is the potential for teachers to support one another online?
  3. 3. Overview: Digital methods • Design-based research • Creating an online community and studying it • Disaggregation of data • Data from ~45,000 early career teachers in Australia • Primary research • Quantitative: survey-based and “scraping” of social media • Qualitative: interview-based and sampling through social media
  4. 4. Teachers supporting each other online Type of community Example of community type Description of example Nationwide, government funded Scootle Community http://community.scootle.edu.au Federal Government supported site (run by Education Services Australia) to facilitate a social network (Facebook style) around Scootle resources in particular and the teaching profession in general. Available to most educators in the country. Statewide, government funded The Learning Place http://education.qld.gov.au/ learningplace/ State Government supported site (run by Education Queensland) with a large and widely used collection of resources for classrooms and professional development, with social network support (chat, blogs, learning pathways) Commercial Facebook groups https://facebook.com A widely-used commercial site that supports many diverse groups of teachers. Some are openly available and some are private; ranging from the very small to the very large (Author et al., 2016). Institutional Education Commons (USQ) https://open.usq.edu.au/course/ info.php?id=62 A Moodle community of preservice and early career teachers supported by motivated faculty members who provide a library of articles, videos and mentoring through the site (Henderson, Noble, & Cross, 2013). Cross-institutional TeachConnect http://teachconnect.edu.au A collaboration between eight teacher education institutions (universities), supported by the teacher registration body.
  5. 5. Method: Data disaggregation • What is the relationship between types of early career support and intention to leave the profession? • What is the relationship between types of early career support and job satisfaction?
  6. 6. Mining social media • Data scraping from Facebook • Use of python, Facebook API, and a server • Coding scheme • Sampling from Twitter and Facebook • Interviews with purposeful selection • Conveners of groups
  7. 7. (Kelly & Antonio, 2016)
  8. 8. Findings from studying social media • Public Facebook groups of teachers: • Support for declarative knowledge • Not for situational knowledge (no reflection or modelling of practise) • Private Facebook groups of teachers • Support during casual employment • Accessing collegial support from existing connections • Support to deal with a challenging work environment • Applying elsewhere
  9. 9. Digital methods: design-based research • Participation and phases • Three components (Collins et al., 2004): 1. Is the thing useful? • Action research 2. What are the transferable design principles? • Contributing to the next design 3. What is the theoretical contribution • Why is it useful? Does it confirm existing theory? Give rise to new questions?
  10. 10. Evaluation phase
  11. 11. A space for deep reflection upon teaching practice. Pre-service and Early-career teachers are mentored by experienced teachers. Mentorship Circles Small Private Trusted Stable
  12. 12. Community Q&A Growing Knowled ge databas e Answerin g question s Sharing resourc es Givin g advic e Knowle dge never lost Helpi ng one anoth er A space for Community Knowledge Sharing where teachers help one another Shared knowledge is easily accessible to the rest of the wider community.
  13. 13. Outcomes • All 9 universities in Queensland • Workshops with PSTs • Mentoring program • Online CPD, circles, MET • Ministerial endorsement and media • Over 1000 members • Ongoing development • Moving towards better online support for teachers
  14. 14. TeachConnect • https://vimeo.com/196226741
  15. 15. One of the things I've found is that if any one of a group of people with similar problems asks a question there's a good chance that the question will reflect some of the thinking of their peers. - Myles Horton
  16. 16. References • Kelly N., Reushle S., Chakrabarty S. & Kinnane A. (2014). Beginning teacher support in Australia: Towards an online community to augment current support, Australian Journal of Teacher Education 39(4), pp. 68-82 http://dx.doi.org/10.14221/ajte.2014v39n4.6 • Kelly N., Russell N., Kickbusch S., Barros A., Dawes L., & Rasmussen R., (Under review), A network of preservice teachers for transition into the profession: TeachConnect as design-based research, Australasian Journal of Educational Technology • Kelly N. and Antonio A. (2016). Teacher peer support in social network sites, Teaching and Teacher Education, 56: 138-149 http://dx.doi.org/10.1016/j.tate.2016.02.007 • Kelly N., Sim S., & Ireland M. (Under review). Slipping through the cracks: Teachers that miss out on early career support, Asia-Pacific Journal of Teacher Education • Kelly N., Cespedes M., Clarà M., & Danaher P., Investigating the complex relationships between teacher education, early-career support, job satisfaction and intention to leave the profession. Target: Journal of Teacher Education
  17. 17. What teachers say they use (2014 study) • 118 early career teachers • School support matters • Online sources matter • What is actually going on? Most valued forms of support. Kelly, Reushle, Chakrabarty, & Kinnane (2014) Description Mean ranking (6 as highest) St. Dev. Support from my school (such as mentoring) 5.09 1.34 Support from other online sources 3.92 1.23 Employee induction program 3.59 1.52 Support from another source not listed here 3.33 1.82 Support from networks formed at university (including online networks) 2.81 1.68 Beginning teacher networks (such as BETA, the Beginning and Establishing Teachers’ Association) 2.26 1.03

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