This document is an abstract for a paper being presented at an international conference on vocational education. The paper explores research using wikis and blogs to support professional learning for teacher trainees. The trainees are both training to be vocational teachers and undergoing work-based training placements. Adopting web tools has posed challenges as the digital pedagogy does not always match the trainees' workplace contexts. The research aims to understand how prepared trainees feel and how they develop their professional identities.
This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
Online faculty development and storytelling: An unlikely solution to improvin...Patrick Lowenthal
Institutions of Higher Education are beginning to place a greater emphasis on quality teaching and student learning. However, few faculty receive any type of teacher training prior to entering the academy. As a result, faculty development is one likely solution to teacher quality issues. But faculty development is faced with serious shortcomings that impede its ability to improve teacher quality. This paper explores how moving faculty development online while at the same time incorporating the use of teacher stories could be a viable strategy to improve faculty development and teacher quality.
This document discusses the longstanding problem of disconnect between campus courses and field experiences in university-based teacher education programs. It describes how campus courses are often taught separately from field placements with little coordination and guidance for connecting the two. Current efforts are exploring ways to create "hybrid spaces" where academic and practitioner knowledge come together in less hierarchical ways to better support teacher learning. The document argues this type of integrated approach between university and schools is needed for teacher education programs to fulfill their mission of preparing effective teachers.
The document discusses learning management systems (LMS) and personal learning environments (PLE). It notes that LMS are focused on managing learning content and activities within traditional teacher/learner roles, while PLE support self-paced and self-organized learning with learners choosing tools and content. Both have benefits and limitations, as LMS prioritize institutional needs over learner needs, while PLE lack centralized management features of LMS. The document explores frameworks for testing different learning environments using standards like IMS-LD and technical services.
This document discusses terminology related to online learning in higher education. It addresses three key terms - learning, knowledge, and competence - at theoretical, technological, and practical levels. At a theoretical level, it draws on concepts from Bateson's levels of learning and connectivism. At a technological level, it examines terminology in relation to distance education, online learning, MOOCs, and digital skills. At a practical level, it considers how concepts may be applied in a "global online university" and evaluated using traditional and innovative methods. The document hypothesizes that higher-level learning (Learning III) involves enhancing competence through "meta-communication" in globally heterogeneous online learning communities. It argues that MOOCs have potential to
The document discusses the establishment of an online writing lab at a distance university in Germany to help students improve their academic writing skills. It describes setting up open online tutorials in Moodle on using the citation management software Citavi. Evaluations found students benefited from peer support, gaining competencies, and the flexibility of online learning. Integrating a virtual classroom provided additional social and motivational benefits. The writing lab was well-received, with over 2,500 students enrolled. Overall, the document advocates a holistic approach combining social, technical, and pedagogical aspects to support self-organized online learning.
This master's thesis examines learning processes in higher education in the context of digitalization and technology. It analyzes how heterogeneity in global online courses impacts learning and knowledge generation. The author conducted a literature review on learning theories including connectivism and Bateson's levels of learning. The thesis finds that current approaches do not fully address changed learning processes and proposes that interdisciplinary research is needed using methods like meta-communication to evaluate learning at different levels. The author calls for a new learning culture and research approaches to understand emerging learning phenomena in a digital world.
This article summarizes a study on collaboration in university programs that involve students participating in real-world experiences. Interviews were conducted with students, partner organizations, and instructors involved in a learning through participation (LTP) program. The study initially aimed to explore online technologies used to support collaboration. However, emerging themes from the data shifted the focus to the nature of collaboration in LTP. Key findings include that LTP involves new collaborative roles for all parties that are not always explicitly addressed. Challenges to collaboration include time constraints and communication issues. While online tools were used, face-to-face interaction was still seen as important to collaboration in LTP.
This document discusses building a high-quality teaching profession based on lessons from top-performing education systems around the world. It examines factors such as how teachers are recruited, educated, developed, evaluated, and compensated. High-performing systems tend to prioritize teacher quality over class size, see teaching as a prestigious profession, and provide ongoing professional development and collaboration opportunities for teachers. The document advocates for policies that promote coherence across the education system to develop teachers as professionals.
Online faculty development and storytelling: An unlikely solution to improvin...Patrick Lowenthal
Institutions of Higher Education are beginning to place a greater emphasis on quality teaching and student learning. However, few faculty receive any type of teacher training prior to entering the academy. As a result, faculty development is one likely solution to teacher quality issues. But faculty development is faced with serious shortcomings that impede its ability to improve teacher quality. This paper explores how moving faculty development online while at the same time incorporating the use of teacher stories could be a viable strategy to improve faculty development and teacher quality.
This document discusses the longstanding problem of disconnect between campus courses and field experiences in university-based teacher education programs. It describes how campus courses are often taught separately from field placements with little coordination and guidance for connecting the two. Current efforts are exploring ways to create "hybrid spaces" where academic and practitioner knowledge come together in less hierarchical ways to better support teacher learning. The document argues this type of integrated approach between university and schools is needed for teacher education programs to fulfill their mission of preparing effective teachers.
The document discusses learning management systems (LMS) and personal learning environments (PLE). It notes that LMS are focused on managing learning content and activities within traditional teacher/learner roles, while PLE support self-paced and self-organized learning with learners choosing tools and content. Both have benefits and limitations, as LMS prioritize institutional needs over learner needs, while PLE lack centralized management features of LMS. The document explores frameworks for testing different learning environments using standards like IMS-LD and technical services.
This document discusses terminology related to online learning in higher education. It addresses three key terms - learning, knowledge, and competence - at theoretical, technological, and practical levels. At a theoretical level, it draws on concepts from Bateson's levels of learning and connectivism. At a technological level, it examines terminology in relation to distance education, online learning, MOOCs, and digital skills. At a practical level, it considers how concepts may be applied in a "global online university" and evaluated using traditional and innovative methods. The document hypothesizes that higher-level learning (Learning III) involves enhancing competence through "meta-communication" in globally heterogeneous online learning communities. It argues that MOOCs have potential to
The document discusses the establishment of an online writing lab at a distance university in Germany to help students improve their academic writing skills. It describes setting up open online tutorials in Moodle on using the citation management software Citavi. Evaluations found students benefited from peer support, gaining competencies, and the flexibility of online learning. Integrating a virtual classroom provided additional social and motivational benefits. The writing lab was well-received, with over 2,500 students enrolled. Overall, the document advocates a holistic approach combining social, technical, and pedagogical aspects to support self-organized online learning.
This master's thesis examines learning processes in higher education in the context of digitalization and technology. It analyzes how heterogeneity in global online courses impacts learning and knowledge generation. The author conducted a literature review on learning theories including connectivism and Bateson's levels of learning. The thesis finds that current approaches do not fully address changed learning processes and proposes that interdisciplinary research is needed using methods like meta-communication to evaluate learning at different levels. The author calls for a new learning culture and research approaches to understand emerging learning phenomena in a digital world.
An Overview of the Entrepreneurial Process in Distance Education (DE) of UNESAIJERA Editor
This article presents a panoramic view of entrepreneurship of Distance Education (DE) at UniversityEstácio de
Sá (UNESA) of Brazil. It is based on field research, interviews and bibliographical research on the processes of
teaching and learning in Distance Education (DE), especially those used in academic education. The aim of this
article is to show the existence of the entrepreneur process in the Distance Education of University Estácio de Sá
(DE-UNESA). To this end, the article takes a qualitative approach denoting interpretative grounds and connects
the entrepreneurial process with the DE-UNESA. It presents a graphic illustrating the entrepreneurial process
model by adding the factor-educator or educational. In addition, describes information about DE-UNESA
backdrop developer of a continuous educational entrepreneurship.
This was a paper presented at EDEN 2008 in Lisbon. It reports on the MentorBlog Project conducted to investigate how blogs can be used to support trainee teachers who are separated from their professional mentors by distance.
E-portfolios have the potential to provide a holistic record of a learner's experiences both inside and outside of their academic studies. They allow learners to curate digital artifacts, reflect on their learning and achievements, and receive feedback from instructors. E-portfolios also enable integrative learning by connecting experiences from various contexts. While they face challenges like issues of assessment rigor and students' digital skills, e-portfolios may help transform higher education by shifting responsibility for learning to students and emphasizing collaboration, reflection, and discussion over traditional teaching methods.
Version: draft for group discussion.
Prepared for Assignment 2, EDDE 804 - Leadership & Project Management in Distance Education, Ed. D. in Distance Education, Athabasca University, Canada
Supporting the development of effective teachers a case for the formation of ...Alexander Decker
This document summarizes a journal article that advocates for the development of collaborative partnerships between teacher preparation programs and school districts to implement a clinical model for teacher training. It discusses how the medical field's clinical model can be adapted for teacher preparation. The article argues that meaningful clinical experiences that embed teacher candidates in classrooms with expert teachers throughout their training are needed. It also stresses the importance of developing personal mastery and team learning among faculty to successfully shift to a clinical practice model. As an example, the article describes how one university and its partner school districts collected feedback from new teachers and mentors that revealed gaps in traditional teacher preparation and supported implementing a more clinically-based program with embedded practice.
Context matters: A description and typology of the online learning landscapePatrick Lowenthal
This document presents a framework for classifying different types of online learning based on key contextual variables. It discusses how current research and practice often neglect context when discussing online learning, treating it as a single entity rather than recognizing important differences. These include whether instruction is synchronous or asynchronous, instructor-led or learner-led, and differences in settings, audiences, technologies and subjects. The document reviews past efforts to classify online learning and proposes a new typology to provide a more precise language for research and help practitioners improve online programs by better understanding different contexts.
The document summarizes a project in Finland from 2007-2009 that aimed to develop e-learning practices in vocational schools and programs. It discusses the implementation methods used in various pilot programs and contexts. Key findings included the need to support both teachers and students in using new online pedagogies, the importance of teacher collaboration and interactive methods, and the essential role of guidance counseling. A model for online guidance counseling was developed. The document also presents a conceptual review for further developing vocational net-pedagogy, focusing on basics like bodily identity and interaction, and the context of skills, competences, and work. It discusses the pedagogy of teaching, guidance counseling, and peer partnership.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
This document provides an overview of a research proposal examining the successful implementation of a blended learning environment. The proposal discusses:
1) The shift to more flexible learning environments that integrate online and face-to-face learning through a learning management system.
2) Research questions that will examine the benefits of blended learning, elements of a thriving blended classroom, pedagogical considerations, and ensuring successful implementation of a new LMS.
3) A review of literature on topics like partnerships between home, school and community; the effectiveness of online versus blended learning; implementing constructivist pedagogy with technology; and critical factors for computer-mediated collaboration and LMS implementation.
Converged Learning: the spectrum of technology-mediated learningCristo Leon
New Jersey Institute of Technology (NJIT), a four year polytechnic research university in the United States utilized a participatory strategic planning process to implement an innovative approach to the modes of delivery for instruction that exist between face to face and online instruction. NJIT defines the spectrum of integration of online and on-ground instruction as Converged Education. This spectrum allows students to either participate face to face, join remotely through real-time video conferencing technology (synchronously), or watch classroom instruction asynchronously. The article opens with a general background of NJIT's approach to the new idea of converged instructional delivery. Then the process for defining and clarifying the terms and conceptions of the various modes to be adopted is presented. Finally, the resulting implementation of the new policy and its reflection in course offerings is shown and discussed
Discovering and building the knowledge base of Information Management through...Sheila Webber
This paper was presented as part of a symposium at the Society for Research in Higher Education (SRHE) conference in December 2009.
Webber, S. (2009) “Discovering and building the knowledge base of Information Management through different roles and spaces”. Paper presented at: Challenging higher education: knowledge, policy and practice: Society for Research in Higher Education conference 2009, 8-10 December 2009.
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may promote more equal engagement and discussion as peers tend to communicate on a more similar level. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented systems (MO
Digital literacy is an important skill for social services practitioners to effectively access and use online information resources. It includes skills like identifying trustworthy online information, communicating digitally, and participating in online communities of practice. Developing digital literacy can help practitioners overcome barriers like limited internet access and preference for verbal communication, and allow for knowledge sharing networks. A pilot project created an online community for practitioners to discuss cases, share evidence, and build research and information literacy skills through supported collaboration.
This document discusses how pre-service teacher candidates are forming "secret communities" on social media to supplement their university teacher training programs. It notes that there is a gap between the digital literacy of university faculty and teacher candidates. As a result, digitally literate teacher candidates are turning to social media communities to address deficiencies in their programs. The document calls for reconceptualizing teacher education programs to better respond to the needs of digitally native students and integrate more technologies. It also suggests further research is needed to understand how these secret communities function and if they effectively help bridge gaps in traditional training models.
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
Intercultural Videoconference and Frame Analysiseileen.luebcke
The document discusses a frame analysis of videoconference meetings between Malaysian and German PhD students. It explores how cultural differences and the communication medium can lead to breakdowns in shared frames of understanding. The study examined 5 videoconference sessions between the students discussing qualitative research methods. It found that minor issues like abbreviation use and technology reliability sometimes caused framing breakdowns more so than cultural differences alone. The conclusion is that the communication technology altered the interactions more significantly than cultural variances in this situation.
This document provides an overview of topics and activities covered in a workshop on becoming a reflexive practitioner in technical and vocational education (TVET). It discusses the importance of reflection and critically examining one's own assumptions and practices. It suggests activities for participants to reflect on their own experiences, identities, potential biases, and areas for growth. The goal is to help educators become more self-aware and able to create inclusive learning environments.
An Overview of the Entrepreneurial Process in Distance Education (DE) of UNESAIJERA Editor
This article presents a panoramic view of entrepreneurship of Distance Education (DE) at UniversityEstácio de
Sá (UNESA) of Brazil. It is based on field research, interviews and bibliographical research on the processes of
teaching and learning in Distance Education (DE), especially those used in academic education. The aim of this
article is to show the existence of the entrepreneur process in the Distance Education of University Estácio de Sá
(DE-UNESA). To this end, the article takes a qualitative approach denoting interpretative grounds and connects
the entrepreneurial process with the DE-UNESA. It presents a graphic illustrating the entrepreneurial process
model by adding the factor-educator or educational. In addition, describes information about DE-UNESA
backdrop developer of a continuous educational entrepreneurship.
This was a paper presented at EDEN 2008 in Lisbon. It reports on the MentorBlog Project conducted to investigate how blogs can be used to support trainee teachers who are separated from their professional mentors by distance.
E-portfolios have the potential to provide a holistic record of a learner's experiences both inside and outside of their academic studies. They allow learners to curate digital artifacts, reflect on their learning and achievements, and receive feedback from instructors. E-portfolios also enable integrative learning by connecting experiences from various contexts. While they face challenges like issues of assessment rigor and students' digital skills, e-portfolios may help transform higher education by shifting responsibility for learning to students and emphasizing collaboration, reflection, and discussion over traditional teaching methods.
Version: draft for group discussion.
Prepared for Assignment 2, EDDE 804 - Leadership & Project Management in Distance Education, Ed. D. in Distance Education, Athabasca University, Canada
Supporting the development of effective teachers a case for the formation of ...Alexander Decker
This document summarizes a journal article that advocates for the development of collaborative partnerships between teacher preparation programs and school districts to implement a clinical model for teacher training. It discusses how the medical field's clinical model can be adapted for teacher preparation. The article argues that meaningful clinical experiences that embed teacher candidates in classrooms with expert teachers throughout their training are needed. It also stresses the importance of developing personal mastery and team learning among faculty to successfully shift to a clinical practice model. As an example, the article describes how one university and its partner school districts collected feedback from new teachers and mentors that revealed gaps in traditional teacher preparation and supported implementing a more clinically-based program with embedded practice.
Context matters: A description and typology of the online learning landscapePatrick Lowenthal
This document presents a framework for classifying different types of online learning based on key contextual variables. It discusses how current research and practice often neglect context when discussing online learning, treating it as a single entity rather than recognizing important differences. These include whether instruction is synchronous or asynchronous, instructor-led or learner-led, and differences in settings, audiences, technologies and subjects. The document reviews past efforts to classify online learning and proposes a new typology to provide a more precise language for research and help practitioners improve online programs by better understanding different contexts.
The document summarizes a project in Finland from 2007-2009 that aimed to develop e-learning practices in vocational schools and programs. It discusses the implementation methods used in various pilot programs and contexts. Key findings included the need to support both teachers and students in using new online pedagogies, the importance of teacher collaboration and interactive methods, and the essential role of guidance counseling. A model for online guidance counseling was developed. The document also presents a conceptual review for further developing vocational net-pedagogy, focusing on basics like bodily identity and interaction, and the context of skills, competences, and work. It discusses the pedagogy of teaching, guidance counseling, and peer partnership.
Adaptive Remediation Solutions Design Framework and Implementation for Studen...iosrjce
E-learning has established a critical presence in the 21st century learning environment. With the rise
of convergence technologies, different models of e-learning have emerged obliterating the barriers of time and
space and delivering deep learning. Teaching-learning interplay has been further enhanced because of novel
interactive process centric interventions and e-tutoring is emerging as an effective teaching learning solution.
Specifically, the paper addresses the current e-learning challenges by designing and implementing Adaptive
Remediation Solutions Framework to e-tutoring. The e-tutoring Adaptive Remediation Solutions Framework
deals with improvement of the overall learning experience by identifying the gap and adopting Learning to
learn driven remedial interventions with the specific cognitive requirements of the learner traditionally not
catered to in a standard (conventional) e-learning environment. The paper ascertains the improvement in the
student success rate by early identification of learners at-risk followed by timely, continuous and multi-tiered
teaching-learning interventions. Convergence Technology (CT) enabled Educational Technology (ET) has been
leveraged to offer innovative pedagogies by matching learning model in Adaptive Remediation Solutions
Framework with learners abilities & differentiated assessment. This has been evaluated through data obtained
from an e-learning course offered by a leading e-learning institute. The results clearly demonstrate that the
Adaptive Remediation Solutions Framework assists in creating an effective learning environment resulting in
improved student success rate.
This document provides an overview of a research proposal examining the successful implementation of a blended learning environment. The proposal discusses:
1) The shift to more flexible learning environments that integrate online and face-to-face learning through a learning management system.
2) Research questions that will examine the benefits of blended learning, elements of a thriving blended classroom, pedagogical considerations, and ensuring successful implementation of a new LMS.
3) A review of literature on topics like partnerships between home, school and community; the effectiveness of online versus blended learning; implementing constructivist pedagogy with technology; and critical factors for computer-mediated collaboration and LMS implementation.
Converged Learning: the spectrum of technology-mediated learningCristo Leon
New Jersey Institute of Technology (NJIT), a four year polytechnic research university in the United States utilized a participatory strategic planning process to implement an innovative approach to the modes of delivery for instruction that exist between face to face and online instruction. NJIT defines the spectrum of integration of online and on-ground instruction as Converged Education. This spectrum allows students to either participate face to face, join remotely through real-time video conferencing technology (synchronously), or watch classroom instruction asynchronously. The article opens with a general background of NJIT's approach to the new idea of converged instructional delivery. Then the process for defining and clarifying the terms and conceptions of the various modes to be adopted is presented. Finally, the resulting implementation of the new policy and its reflection in course offerings is shown and discussed
Discovering and building the knowledge base of Information Management through...Sheila Webber
This paper was presented as part of a symposium at the Society for Research in Higher Education (SRHE) conference in December 2009.
Webber, S. (2009) “Discovering and building the knowledge base of Information Management through different roles and spaces”. Paper presented at: Challenging higher education: knowledge, policy and practice: Society for Research in Higher Education conference 2009, 8-10 December 2009.
Here are some key points to discuss about communal constructivism and e-learning:
Why is making it social valuable?
- Learning from and contributing to others expands one's knowledge beyond what can be learned individually. It encourages collaboration and knowledge-sharing. Learning becomes a communal effort rather than an isolated one.
Which is better? Getting it from a peer... Or getting it from a teacher?
- Getting it from a peer may promote more equal engagement and discussion as peers tend to communicate on a more similar level. However, teachers bring expertise and can provide guidance, feedback and correct misunderstandings. An ideal approach combines both peer and teacher interactions.
How to design Multi-user Object Oriented systems (MO
Digital literacy is an important skill for social services practitioners to effectively access and use online information resources. It includes skills like identifying trustworthy online information, communicating digitally, and participating in online communities of practice. Developing digital literacy can help practitioners overcome barriers like limited internet access and preference for verbal communication, and allow for knowledge sharing networks. A pilot project created an online community for practitioners to discuss cases, share evidence, and build research and information literacy skills through supported collaboration.
This document discusses how pre-service teacher candidates are forming "secret communities" on social media to supplement their university teacher training programs. It notes that there is a gap between the digital literacy of university faculty and teacher candidates. As a result, digitally literate teacher candidates are turning to social media communities to address deficiencies in their programs. The document calls for reconceptualizing teacher education programs to better respond to the needs of digitally native students and integrate more technologies. It also suggests further research is needed to understand how these secret communities function and if they effectively help bridge gaps in traditional training models.
Teacher Educators’ and Student Teachers’ Attitude towards Teacher Education P...IJSRP Journal
Attitudes vary at different times of one’s life and are usually determined by several factors such as work environment, job satisfaction and status of the profession. Both student-teachers’ and teacher-educators’ attitudes may affect the quality of teacher preparation program and finally quality of the teacher either positively or negatively. This paper is a focus on the attitude of teacher educators and student teachers towards teacher education programmes in universities. The study adopted a descriptive survey design. The study sample consisted of Bachelor of Education fourth year students drawn from three Public universities and three Private universities, Teacher Educators and Heads of Departments from the faculty of Education. Stratified random sampling was used to select the universities, student-teachers and Teacher Educators. Data was collected using questionnaires, interview schedules, observation checklists and documents analysis. Data was analyzed using descriptive statistics. The study found that a large percentage of the respondents portrayed a negative attitude of teacher education programmes. This may be to the fact that most student teachers and teacher educators enrolled in these programmes, do not have teaching as their professional interest thus join by circumstance. The study recommends the need to conduct screening of individuals before admission in teacher education programmes so as to ensure that only those who are interested and committed to teaching as a profession are enrolled. Keywords: Attitude, Teacher Education Programmes, Enrollment, Teacher Educators, Student Teachers, Public University, Private University
Intercultural Videoconference and Frame Analysiseileen.luebcke
The document discusses a frame analysis of videoconference meetings between Malaysian and German PhD students. It explores how cultural differences and the communication medium can lead to breakdowns in shared frames of understanding. The study examined 5 videoconference sessions between the students discussing qualitative research methods. It found that minor issues like abbreviation use and technology reliability sometimes caused framing breakdowns more so than cultural differences alone. The conclusion is that the communication technology altered the interactions more significantly than cultural variances in this situation.
This document provides an overview of topics and activities covered in a workshop on becoming a reflexive practitioner in technical and vocational education (TVET). It discusses the importance of reflection and critically examining one's own assumptions and practices. It suggests activities for participants to reflect on their own experiences, identities, potential biases, and areas for growth. The goal is to help educators become more self-aware and able to create inclusive learning environments.
Trainer academies and networks in Austria provide continuing education opportunities for trainers in apprenticeship programs. Initial trainer qualifications require only being 18 years old and completing a 40-hour course. Continuing education is not compulsory but offered through various programs, including trainer academies that provide certification levels as trainers complete training activities. Networks also allow trainers to exchange ideas through informal roundtable discussions, which can contribute to certification levels. The goal is to professionalize trainers and improve apprenticeship training quality while keeping entry and continuing education options low-threshold to attract more people to take on training roles.
The EUROTRAINER project aims to assess and evaluate the work and training of vocational trainers across 32 European countries. It is divided into two parts focusing on trainers in enterprises and trainers in institutions. The project will investigate the context of training, examine policies and provisions for training trainers, and develop portraits of work and training roles. It will propose future trends in the work and training of vocational trainers through developed scenarios. The methodology includes distributing questionnaires to experts in each country and conducting qualitative interviews to allow for cross-national comparison and development of country reports and scenarios.
W kidd kostelec interactive paper session mismatch and tensioneileen.luebcke
The document discusses the challenges of using Web2.0 technologies like wikis to enhance teaching and learning for vocational teacher trainees. It describes how wikis were used as an asynchronous data gathering tool to collect reflections from trainees about their experiences. Analysis of the wiki data showed that trainees expressed concerns about pedagogic mismatches between their training and workplace expectations, feeling alone in their first year of teaching, and navigating performance pressures.
The document analyzes video recordings of case studies conducted with 95 teacher trainees in the Czech Republic. Case studies involve trainees simulating teaching situations. The analysis found that trainees struggle with self-reflection when comparing their ideal self to recordings, most don't check their language or control their behavior, and few can adequately address conflicts. Overall, case studies were found to contribute to trainees' professional development, though trainees often rely on traditional teaching methods rather than modern approaches.
Bridging the gap between 'high tech' and slow or 'weak' learners (innovet pro...eileen.luebcke
This document discusses bridging the gap between high-tech skills and slow learners in vocational training. It proposes:
1. Focusing on learner-centered approaches and flexible training tailored to individual learning styles and needs.
2. Developing training concepts, media, and materials to suit the specialized needs of target groups like slow learners. Teachers and trainers also need sensitization in pedagogical and technical-didactic methods.
3. Promoting action-based and project-based learning to develop occupational competence and qualifications in interdisciplinary fields like mechatronics through active, self-directed learning and problem-solving.
E-learning involves using electronic means like computers for education. It allows learning from anywhere with internet access and storing educational programs and materials on one's computer. An effective e-learning system supports communication tools, presenting materials like PowerPoint, and playing various video formats. Distance learning, also called tele-education, is a widespread method that removes the limitations of conventional education by using new technologies to meet educational needs after entering the workforce. In educating adults, the instructor and students share experiences and knowledge as a team, with the common goal of lifelong learning.
The document summarizes the history and activities of the Social Psychology Department at Complutense University of Madrid. It discusses the department's origins in the 1970s, growth over subsequent decades, and adaptation to new frameworks. It also outlines the department's main research areas like youth unemployment and gender studies. Finally, it discusses the department's participation in Eurotrainer activities, including surveys and dissemination events related to the roles of vocational teachers and trainers.
Innovet project presentation kostelec en vesbe jkl 101010 [kompatibilitätsmodus]eileen.luebcke
1) The INNOVET project aimed to bridge the gap between high-tech learning and weak/slow learners by developing innovative vocational education and training (VET) concepts, materials, and teacher training for mechatronics and car mechatronics.
2) The project developed 3 learning modules each for mechatronics and car mechatronics that included various learning units, tasks, and arrangements as well as materials for learners and teachers.
3) The project also provided pedagogical and methodological training for teachers to better support weak and slow learners in these technical fields.
This document discusses the changing relationship between education and the labor market. It notes that skills demanded by employers, like teamwork and stress management, are increasingly important. A study found gaps between graduates' self-evaluations of their skills and employers' needs.
The document then examines the field of sociocultural animation. Professionals in this field work in community development and engagement across sectors. While educational programs aim to train generalists, professionals need entrepreneurial skills to create their own opportunities. Students desire both academic and practical, flexible training.
The document raises questions about how education can better prepare students for the changing nature of jobs and allow for lifelong learning to develop specialized skills. Schools must consider labor market realities and
This document discusses how young people use new technologies for learning by developing personal learning networks and personal learning environments. It explains that personal learning is constructed through conversations and participation within communities of practice. Personal learning environments allow learners to manage their own learning and communicate with others while learning, utilizing tools like blogs and wikis. Developing critical thinking, communication, collaboration, and technology skills are important for personal learning networks.
The Network for Trainers in Europe was established in 2007 to develop a European perspective on vocational education trainers. It aims to generate and share information on trainers, support national reforms, and foster exchange among stakeholders. The Network conducted research activities, established national trainer networks, and held two e-conferences. While community building has been challenging, the e-conferences were most effective at fostering international collaboration. The Network also created an online platform, though it is not being fully utilized. Looking ahead, the Network seeks to strengthen national networks and develop future perspectives on supporting trainers in Europe.
W kidd kostelec interactive paper exerciseseileen.luebcke
The document discusses challenges related to adopting Web 2.0 technologies to enhance teaching and learning for vocational and work-based trainee teachers. It presents questions for group discussion about the impact of e-learning on training and trainers' work, opportunities for Web 2.0 tools to support training, encouraging and recognizing informal internet-based learning, and challenges trainers may face in a Web 2.0 environment.
This document discusses the professional development of vocational education and training (VET) trainers in the UK. [1] It provides an overview of the four government education departments responsible for VET trainers across England, Northern Ireland, Scotland, and Wales. [2] It then outlines the development of national professional standards and qualifications for VET trainers in each country. [3] The role of organizations like Lifelong Learning UK and Standards Verification UK in maintaining standards and qualifications is also discussed.
E-learning involves using electronic means like personal computers for learning and education. It allows access to educational materials online or offline without restrictions. Distance learning or tele-education is a method that uses new technologies to spread knowledge from a distance as part of lifelong learning, overcoming limitations of traditional education. Instructors and students in adult education work as a team, sharing experiences and knowledge, with the common goal of learning. Electronic learning is now an important element considered in planning adult education programs.
TTPlus is an European funded research project which looks at the actual practice of trainers in companies.
Have a look at the website
http://ttplus.bazaar.org
This document summarizes a European study on trainers and tutors in vocational education and training. The study aims to inventory the organizational background, recruitment, selection, training, and professional development of teachers and trainers across Europe. It will focus on non-regular vocational education provided by organizations other than schools or companies. The study will involve experts from different European countries and analyze topics like organizational structures, trainer qualifications, quality assurance, and career opportunities. It will use a three-phase methodology including initial research, country analyses, and an in-depth study of 15 countries to produce a final report.
A Situative Metaphor For Teacher Learning The Case Of University Tutors Lear...Sabrina Green
This document summarizes a research study that developed a new metaphor for understanding how university tutors learn to grade student coursework and maintain academic standards. The researchers observed tutors grading coursework while thinking aloud, then interviewed them. They analyzed the data to develop a metaphor that positions tutors' learning as an "interplay between vertical, public knowledge and horizontal, practical wisdom knowledge domains." This metaphor aims to better capture tutors' complex, situated learning than the common "theory-practice gap" metaphor. It views tutors as developing professional knowing through negotiating their practice and identities within communities.
This document summarizes a study that investigates how the beliefs and perceptions of prospective teachers about teaching as a profession change as they complete a teacher education program. It begins by outlining research questions about what beliefs prospective teachers hold entering programs and how field experiences impact those beliefs. The literature review discusses how beliefs are well-established prior to college and difficult to change, but field experiences can cause a "conversion" that alters perceptions. The study aims to provide new insights into why prospective teachers' entering and exiting beliefs differ and how teacher education can better support this transition.
Accidental experts: ways of supporting the professional development needs of ...SEDA
This document discusses the professional development needs of teacher educators (TEDs) based on research and examples from different countries. It defines TEDs broadly as anyone involved in training teachers. Most TEDs become accidental experts after years of teaching but lack formal qualifications in teacher education. The document examines how various countries have developed professional standards and support for TEDs through communities of practice, mentoring, research expectations and higher degrees. It also notes tensions between research and teaching expectations for TEDs and differences in support between school, college and university settings.
The Process of Teaching and Learning in the University, Setting From Studentinventionjournals
ABSTRACT:The university teacher must respond to the current challenges for quality education therefore must have a specific teaching professional profile to meet the expectations of the authorities, parents and students. The study aimed to describe the perception of students about the process of teaching and learning they receive and their expectations of teacher performance. The study was conducted with all third semester students are studying Bachelor of Athletic Training offered by the State University of Sonora. The population surveyed was 136 students. The gathering of information was through a questionnaire with open questions to facilitate student expression on the object of study. The interest of the students to develop in a balanced way the theoretical and practical elements required in the professional field, calling for more attention to the work applied to the race in both cases is identified. The profile of university teaching focuses on social, emotional, organizational and teaching skills. The need for teaching with sufficient demand to stimulate the academic performance, but flexible and understanding at the required times is emphasized.
This document discusses value co-creation in higher education. It begins by reviewing how traditional higher education views the student as a passive recipient of knowledge from teachers, while more modern approaches see students as active contributors to the learning process.
It then examines education through the lens of Service Dominant Logic, which views students and teachers as co-creators of value. Several examples of value co-creation in higher education are provided and grouped into four categories based on how they involve students.
The purpose is to illustrate how higher education institutions have incorporated value co-creation methods and provide context for future research on collaborative learning models and ways technology can enhance the educational process.
Addressing Inequity in Education via Mandatory Staff Developmentdecolonisingdmu
Lucy Panesar, University of Kent
Terry Finnigan, University of the Arts London
This session draws on the experience of different institutions and their approach to addressing inequity in education within a HE context. Colleagues from De Montfort University, Kent University and University of the Arts London discuss how they are utilising mandatory staff development programmes, in the shape of Postgraduate Certificates to help academic staff to innovate and transform their teaching practice in light of the decolonising agenda.
Each of these institutions have various levels of experience in adopting this approach. Each will explain their individual approaches and reflect on the strengths and challenges they have encountered. In sharing this practice, we hope to inspire other institutions to also take bolder steps to developing a more equitable and inclusive student learning experience through their PG Certs.
We propose to run a structured plenary discussion providing an overview of the different approaches that institutions have taken to bringing issues of inclusive practice, decolonisation and racial and social justice into the key remit of mandatory PG Certs. There will be opportunity for delegates to reflect on challenges/approaches of presenting a similar approach within their institution.
This presentation was delivered at Reimagining Higher Education: journeys of decolonising at De Montfort University, Leicester, on Wednesday 8th November 2023.
The document discusses breaking down subject boundaries through interdisciplinary teaching at an international school. It outlines the background of moving from a traditional subject-focused model to a more holistic interdisciplinary approach. Key steps included surveying teachers, defining interdisciplinary learning, collaboratively planning cross-subject units, and addressing staffing and timetabling to better support the new approach. Initial interdisciplinary units integrated subjects like English and performing arts, science and technology, and maths and visual art. The changes aim to improve student understanding through purposeful, integrated learning across disciplines.
This document discusses the concept of teacher professionalism. It begins by noting that teaching has struggled to be seen as a true profession due to its inability to demonstrate distinct expertise. Teaching is described as a "semi-profession" that has not achieved the same degree of professional independence as fields like medicine and law. The concept of teacher professionalism has changed over time based on historical, political and social contexts. It is a difficult term to define as it is used in different ways. The document then examines how teaching in England has been a fragmented profession, divided along lines of perceived status and organizational divisions.
Unbundling Higher Education and academic staff development blog March 2017Alan Cliff
1) The document discusses unbundling in higher education from the perspective of academic staff development and pedagogy.
2) It focuses on understanding how lecturers and students engage with each other, disciplinary contexts, and the wider socio-cultural contexts of higher education within systems like unbundling that shape and are shaped by pedagogical systems.
3) The author is interested in using academic literacies theory to help academics critically read and engage with how unbundling intersects with pedagogy to both present opportunities and threats to teaching and learning.
E-learning: Is This Teaching at Students or Teaching With Students. Robert Jo...eraser Juan José Calderón
E-learning: Is This Teaching at Students or Teaching With Students?. Robert John Muirhead, BN, RGN, RSCN
The development of e-learning as a teaching
strategy in higher education has implications
relating to student learning, the role of the
teacher, and the institution of higher education.
This paper debates the andragogical and
pedagogical theories that support the development
of e-learning to date. Leading to a discussion on
how the process of e-learning may be contributing
to the “stamp-me-smart” culture and restricting
the development of critical thinking within
student nurses. Concluding that e-learning has a
top-down institution-led development that is
contrary to the student-led development
espoused by universities.
Search terms: Nurse, education, e-learning,
androgogy, pedagogy
Models of Teacher Education Some Reflectionsijtsrd
The education system has evolved from ancient to modern, adapting to global and local needs in Indian society. Indias future is shaping its classrooms as the rapidly growing population demands more qualified and professionally trained teachers. Teacher education needs significant transformation, investigation, digitalization, and universal changes that the world needs. They must possess investigative minds, adapt to transformations, and respond to universal needs to create understanding. The text emphasizes the importance of innovation and models in teacher education programs that can dynamically respond to new challenges in the education field, thereby aiding in national development and promoting the inclusion of various practices in these programs with digitalization and technology in education. Teacher education is crucial for fostering efficient and capable teachers, as they are the backbone of society. The article highlights the significance of best practices, new trends, and innovations in teacher education programs, as well as the significance of emerging trends in current teacher education, while also highlighting the importance of these elements in enhancing teaching effectiveness. Awal Saikh | Dibyendu Bhattacharyya "Models of Teacher Education: Some Reflections" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd60047.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/education/60047/models-of-teacher-education-some-reflections/awal-saikh
This document discusses the merits of blended learning, which combines both online and face-to-face instruction. It defines blended learning as strategically integrating live classroom activities and online learning to maximize benefits. Blended learning allows for pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and easy revision. It increases active and peer learning while remaining learner-centered. The author argues blended learning should be more widely adopted by teachers to help students learn and collaborate in a dynamic, flexible environment that increases engagement and motivation.
This document provides an overview of the lifelong learning sector in the UK. It describes the diversity of institutions, programs, staff, and students that make up this sector. It discusses the changing policies and standards that have influenced the sector in recent decades. The book aims to identify and explore the many factors that define the lifelong learning sector and contribute to its complexity as an educational context.
This document discusses the nature of teaching practice and the need for professional training of teachers. It argues that teaching is "unnatural work" that requires specialized skills not common in everyday life. Specifically, it notes that teachers must ask questions to which they already know the answers, carefully attend to students' thinking in order to identify misunderstandings, and suspend aspects of their own identities and interests to act in students' interests. It contends that experience alone is not sufficient for teachers to develop these unnatural skills, and that professional training should be the core of teacher preparation in order to directly improve instructional practice. The training would involve unpacking teaching into its components, providing examples and demonstrations, and giving opportunities for practice and feedback to help
This document discusses the nature of teaching practice and the need for professional training of teachers. It argues that teaching is "unnatural work" that requires specialized skills not developed through everyday experiences. While helping others learn is common, professional classroom teaching requires skills like intentionally structuring learning opportunities, assessing student understanding, and maintaining attention on students' perspectives - which do not come naturally. The work of teaching is complex, involving managing interactions between teachers, students, and content to promote learning. Well-designed, practice-focused training is needed to help people learn to do this specialized work and improve significantly on what can be learned through experience alone.
This document discusses the nature of teaching practice and the need for professional training of teachers. It argues that teaching is "unnatural work" that requires specialized skills not developed through everyday experiences. While helping others learn is common, professional classroom teaching requires skills like intentionally structuring learning opportunities, assessing student understanding, and maintaining attention on students' perspectives - which do not come naturally. The work of teaching is complex, involving integrating knowledge, skills, and judgment to advance student learning. Well-designed, practice-focused training is needed to help people learn to do this work effectively and improve significantly on what can be learned through experience alone.
Summary
It is unquestionable that we have a process of change and innovation in the Spanish University system. The new European Framework of Education at Universities (EEES), will have important changes. Not only changes in the formative itinerary of university degrees, but also in the establishment of teaching-learning methodologies with the purpose to develop key competences in future Spanish professionals.
From that perspective, the introduction of participative methodologies in classrooms is going to deal with relevant learnings; basic abilities for the learning are going to be developed. It allows new possibilities to develop teaching, as well as overcome the traditional concept of classroom. This report gets the opinions and aspects of the students in the case of teachers’ degrees: Speciality of Childhood Education, related to the application of innovative teaching-learning strategies in their formation, facing the incorporation of the EEES
A Meeting Of Minds Blurring International Boundaries In A Postgraduate Socia...Natasha Grant
This document summarizes the development of two online postgraduate social work courses at Monash University in Australia that are offered to both domestic and international students. The courses were previously offered through distance education but have been redesigned for online delivery. The document discusses some of the challenges of internationalizing the curriculum and managing different student groups online, as well as opportunities for online learning to connect diverse students and minimize cultural barriers through technology.
11.development and modification of curriculum for excellence in teacher educa...Alexander Decker
This document discusses the development and modification of curriculum for teacher education programs. It addresses several key points:
1) Teacher education curriculum must be regularly updated and modified to keep pace with changes in educational goals and the changing environment. Static curricula will not adequately prepare teachers.
2) Many factors influence the quality and coverage of teacher education programs, including the curriculum content and how it is delivered. The curriculum must aim to develop teaching competencies within the constraints of program duration.
3) There have been numerous theories and frameworks proposed for curriculum development and modification over the years. Modern teacher education curricula need to incorporate current concerns and developments to achieve excellence.
4) Ongoing review and revision
Similar to Paper 'mismatch and tension' for trainers in europe conference 2010 by w kidd (20)
Eileen & Sascha having fun in northern icelandeileen.luebcke
The document describes a travel photo contest hosted by SAGA Travel. It shares snippets from various travelers' experiences in North Iceland, including getting to know a local guide, crossing a river, taking photos with farm animals, tasting traditional Icelandic food, seeing the Northern Lights after midnight, witnessing an unexpected sight, viewing waterfalls, and experiencing silence.
The document discusses tools to support participative development and evaluation of workplace learning in Germany. It outlines tools like self-assessment of competences, developing working and learning tasks (WLTs), and personal learning plans. An example WLT from a steelworks aims to improve safety. The SEVALAG tool is presented for evaluating WLTs. In conclusions, the tools are meant to give insights into learning and optimize WLTs, linking self-assessment, tasks, and plans to support quality development among teachers and trainers.
Initial education for IVET trainers in Austria requires only obtaining the age of 18, with certification obtained through an oral exam or 40-hour course. Continuing education is not compulsory but supports professional development, offered through regional trainer academies and various providers to enhance skills in apprenticeship training. Certification levels can be achieved through participating in continuing education programs.
The document discusses training for trainers in Spain. It notes that training for trainers is increasing yearly and aims to strengthen skills for the labor market. Most training is for updating knowledge rather than technology skills. The majority of participants are aged 31-45, with more male than female trainers who work internally at companies or private centers. Looking ahead, the document recommends reinforcing trainer training plans, defining trainer roles and competencies, and establishing a professional certification for trainers that includes experience not just education.
El documento presenta información sobre el Colectivo de Investigación en Formación Ocupacional (CIFO), incluyendo sus líneas de investigación, proyectos, publicaciones, conferencias, programas de posgrado y colaboraciones. El CIFO es un grupo de investigación de la Universidad Autónoma de Barcelona dedicado al estudio de la formación ocupacional y de formadores. Está dirigido por el Dr. José Tejada Fernández y comprende varios miembros e investigadores.
This document discusses e-learning in preparing teachers and trainers for vocational schools based on technology and computer education studies. It outlines that teachers need university degrees and teaching qualifications, including competencies in areas like interpretation, communication, conceptual thinking, and using technology to support learning. E-learning is presented as an alternative to traditional teaching that allows flexible, self-paced learning through online resources and materials. Correct preparation of teaching models and materials is important for effective online instruction.
Expertise Centres in the Netherlands were developed to restore relationships between vocational practice and vocational education. They intervene in different ways, such as improving professional relations, supporting companies to improve as learning environments, and translating qualification needs to vocational education. Educational advisors now fill the role of the Expertise Centres, having backgrounds in higher education rather than vocational practice. Their qualifications include knowledge of the labor market, advisory skills, and networking abilities rather than traditional teacher qualifications.
The Network of Trainers in Europe connects practitioners and researchers working with trainers across Europe. It has been involved in several EU-funded research projects and policy initiatives focused on trainers. The Network aims to 1) promote the professional development of trainers, 2) promote and pilot computer-enhanced learning tools for trainers and other groups, and 3) support the creation of national trainer networks. It maintains an interactive online platform with information, resources, and discussion forums to facilitate exchange among its members.
The document discusses the goals of establishing a European network to support vocational education and training (VET) teachers and trainers. It aims to address issues like the lack of recognition, incentives, and continuous learning opportunities for VET trainers. The network would work to generate and share information on the situation and needs of VET trainers across Europe. It would facilitate exchange between experts and practitioners, foster policy dialogue, and pilot innovative knowledge-sharing tools to provide an overview of materials, activities, and initiatives related to supporting VET trainers. Specific objectives include generating data on trainers, informing European training policy, enhancing the visibility of issues around trainers, and improving cooperation between organizations involved in trainer development.
2. Key words:
Web2.0, e-learning, podcasting,
blogging, work based learning, teacher training,
legitimate peripheral participation.
Conference theme: Theme 2: E-learning as a challenge for trainers, teachers,
and learners in vocational education.
Abstract
This paper explores a piece of small-scale research using wikis and blogs as a
means for data capture and to support professional learning on teacher education
programmes taught by the author at the University of East London (UEL), UK. The
teacher education and training in question prepares both „in-service‟ (in employment)
and „pre-service‟ (on voluntary placement and not employed) Vocational Education
and Training (VET) professionals to teach in the lifelong learning sector („post-
compulsory sector‟ or „Further Education‟ (FE)) in the UK. The trainees are thus
located both as VET professionals-in-the-making and are, themselves, training
learners in a variety of VET contexts. This education and training draws upon
multiple roles – teachers, trainers, teachers of teachers, trainers of trainers – which
are compounded by VET employment and practice in a highly fluid and at times
unstable educational sector.
The adoption of Web2.0 tools in this pedagogic and policy location and settlement
has been ambiguous and challenging for the identity-forming and boundary-crossing
practices of the VET trainees in question. The ambiguity and „mismatch‟ between e-
learning pedagogies, the needs of learners and trainees and the practice located in
professional formation has lead to the initial formation of identities of anxiety and
confusion and the subsequent articulation of strategies and mechanisms amongst
the VET trainees to ensure a more solid basis for professional identity.
Context
The genesis for this research emerges from my own hermeneutical situation – my
previous experience in action research in past professional posts and my current role
as a teacher educator. As with my trainees, my own professional identity as a
teacher educator is as „emerging‟ as their own identities as teachers in the lifelong
learning sector. Phenomenologically speaking, I am interested in the identity and
„settling-in‟ changes that new VET teachers make (and are required to make) in their
first year of employment and their reasons for thinking about the sorts of issues that
preoccupy them: what are the levels of awareness practitioners have over their own
practice and how do they construct their own repertoire of ideas, techniques and
3. approaches? The e-learning developments showcased in this paper and
accompanying multimedia presentation have been developed to support the distance
learning of trainee teachers in London, United Kingdom. The trainee teachers in
question possess multiple identities – occupying a space as both teachers/trainers
and trainees/learners. They are also vocational learners – being trained to teach/train
while completing voluntary local work placements. University teacher educators
working with these vocational learners also occupy multiple positions - the teachers
of teachers; the trainers of trainers: Both teachers and teacher educators. This dual-
hermeneutical location further compounds and locates the pedagogy adopted to train
the trainers. The teacher educator role is seen as a „modelling‟ of practice and within
this emphasis is placed upon dissemination of craft-tools which can be applied to the
trainees‟ specific placements and practices. As trainee teachers spend most of their
time in the workplace, they are both workplace and work based vocational learners,
and situated (Lave and Wenger, 1991) as „distance learners‟. This situated learning
within the workplace, at a distance from the normal routines and workings of the
University, has made e-learning and M-learning tools all the more useful to aid
learner engagement and to support their training programmes and reflective
practices.
Adopting Web2.0 tools enables us to construct discursive space for teacher
educators to explore tensions and ambiguities around rejection, accommodation or
adoption of e-learning by neo-tribes (Maffesoli, 1996) within the teaching workplace.
Within this context, questions can be raised regarding the degree to which trainees
entering workplace settings do or do not enter and engage with communities of
practice (Wenger, 1998). When e-learning pedagogies are not mirrored in the
vocational placements trainees find themselves within, it is less the case that „old
timers‟ teach and support „new timers‟ and more the case that e-learning creates a
„mismatch‟ between the pedagogy modelled at the university and that seen
elsewhere. This makes problematic otherwise „clean‟ notions of simple socialisation
and the transfer of learning in workplace settings.
Genesis
As a new teacher educator, how do I „go about the business of teacher education
and training‟? How do I teach the teachers? How do I support and train and trainers?
How do I construct a pedagogy and how can I measure the impact of this – and the
legacy of this impact – in those I teach to teach? The notion of „modelling‟ and of
making explicit the mechanics of practice are often seen to be at the heart of notions
of teacher education (see Loughran, 2006 and 2007), although they are as
problematic, often ambiguous and contested as the very educational sectors and
policy settlements they „train‟ and „educate‟ for. Nonetheless, the expression of this
meta-process – reflecting, making explicit otherwise tacit knowledge, modelling and
making visible hidden structures and craft practices and techniques - finds illustration
in a number of writings in the field (Loughran, 1996; Hagger and McIntyre, 2006;
Kane, 2007; Kroll, 2007; Malderez and Wedell, 2007). As Loughran (2007) notes,
“Enacting a pedagogy of teacher education is enmeshed in the ways in which
teacher educators knowingly and purposefully create opportunities for students of
teaching to see into teaching.” (Loughran, 2007: 1).
The Web2.0 tools and techniques which are the subject of this paper are my
response to this particular professional location: how can I support the education of
my trainees, and how can I chart and measure the impact of my teaching? How can I
4. chart the development of teacher identities and roles amongst those whom I have
taught and trained to teach?
“…in light of some of the early discussions on my PGCE I was worried that I
had been too naïve about the challenges of teaching in FE colleges…and
was left wondering if this was the right path for me after all…” (Trainee
reflection)
Research questions
If contradictory policy agendas and fluid and global policy narratives have enabled a
degree of autonomy of practice for the FE sector (Avis, et. al., 2003), where does this
lead Initial Teacher Education (ITE) in FE in the UK? What are the pedagogic
choices on offer, if practice is as fluid and open as I have argued above? I assert that
post-structural readings of the current FE political ennui are such that we can see
practitioners as able to cut across and step through boundaries of practice, identity
and pedagogy, reforming themselves and their professional work in doing so. I am
interested in how new FE practitioners go about the construction of these roles, in the
light of the current policy settlements in the FE sector.
In addition, in light of the interest in capturing developing (new) teacher identities, the
„research problematic‟ would be the construction of appropriate methodological tools
to aid the exploration of issues of identity, given the subjectivity of the issue under
investigation. I have chosen to draw upon the use of emergent technologies (blogs
and wikis) as a form of (digital) qualitative-based e-focus group, due to the flexibility
these offer for both sharing across a virtual community and for ownership by those
who construct them (Kamel Boulos and Wheelert, 2007).
Research questions:
How „prepared‟ are FE NQTs for the teaching role?
How „prepared‟ are FE NQTs for membership of further education
communities?
How do new entrants to the teaching profession figure out who they are?
How do new FE practitioners „navigate‟ the construction of their
professionalism?
“I think as a naïve teacher trainee I went in with these expectations and did
not get them matched“ (Trainee reflection)
“I think I have learnt my lesson that not all teachers have the time to take on a
trainee, and not all teachers like their jobs! If I could play this year out again, I
would not have such high expectations (note to self: maybe find a proper
therapist!) but I would still expect honesty, commitment and trust to envelope
the mentoring role.” (Trainee reflection)
“I‟ve enjoyed my placement and found the college and staff to be friendly and
welcoming. However, there have been discrepancies between the pedagogy
I‟ve learnt at UEL and my mentor‟s own pedagogy and I found dialogue
between myself and my mentor to be limited in this respect.” (Trainee
reflection)
5. Purpose
The aim of this enquiry was to chart the identity formation of a small group of new
teachers as they leave my teacher education programme and enter their first
teaching posts in the ambivalent and turbulent world of the Further Education sector.
Much of the literature commentating on the past decade of „workplace reform‟ within
the Further Education sector adopts the language of a post-modern (and at times a
post-structural) pessimism: it speaks of a late-modern and reflexive modern ennui
characterised by anxiety, uncertainty, de-professionalism and surveillance (Avis,
2002; Ainley and Bailey, 1997; Wallace, 2002). Such is the prevalence of the
managerialism within the sector, Reeves (1995) described the FE sector as being
„totalitarian‟ in outlook and in working conditions and relationships. However, there is
another interpretation. While not negating the application of post-structural analytical
tools, nor the realities of problematic conditions, neo-Fordist working regimes and
anxious, unconstructed, fragmented post-modern identities, is it possible to see
change within lifelong learning as a space for possibility not pessimism. The
possibility of identity change and also the possibility for newly formed identities.
“This year I have been on a journey. Not only on an intellectual level, but also
on an emotional and psychological level, I think, it is a change in my very
identity and a growth in my resilience of emotions – I am hypersensitive but
this course as opened me up to embrace new values, become emotionally
stronger and realise my „niche‟ in the world.” (Trainee reflection)
The fluidity of Further Education, as characterised in the writings of Avis (1999 and
2002), point to shifting identities as global policy agendas shape the reality of the FE
sector but more importantly, are in turn adopted, managed, maintained and
subverted by the lived experience of trainees, teachers and teacher educators in the
FE sector. Avis (1999) offers an interpretation of the Further Education sector where
previous notions of „proletarianisation‟ or „de-skilling‟ are seen as lacking and limited.
For Avis (as for Bathmaker and Avis, 2007), FE is witnessing a transformation
process – of both teaching and learning and of identity. The transformation of
teaching and learning itself opens up a space within which it is possible for VET
professionals to explore new professional knowledge, re-evaluate practice and
construct new identities. This is a positive interpretation of the work place reforms
undertaken by the sector over the past decade, but one that owes as such to post-
structuralism as nihilistic interpretations of „risk‟ and the onset of control and
compliance: both recognise that discourses produce subjects under their gaze, but
the interpretation placed upon this subjectification process by Avis suggests that
agents within policy settlements and ideologies are able to carve out and negotiate
futures and identities for themselves (Avis, et. al., 2002; Avis, 2002).
“My first day in college was also a very daunting experience. I remember
walking in and thinking I was totally out of my depth. I remember watching my
mentor teach and was amazed by his interaction with the students. He was
talking to them on their level, he was cool and funny and the students seemed
very engaged. I just couldn‟t see how I would ever be that natural in front of
the class. I think being a trainee teacher coming in to sit in a classroom to
observe half way through the year is actually quite an awkward position to be
in. It‟s horrible to feel in the way, out of your depth and pretty socially
inadequate. Luckily my mentor eased me into teaching quite gently.” (Trainee
reflection)
6. “I think I have learnt an awful lot in the time that I have been here but I also
feel kind of overwhelmed. I know that there is so much more to learn and
believe that this time next year I will be so much further on in my career. The
combination of placement and theory work is very useful and compliment one
another. It is however quite amusing at times how reality and theory are
worlds apart! I am enjoying creating my teaching persona, my teaching style
and look forward to the year ahead. I will miss my classed from this year-
can‟t I take them with me?!!!” (Trainee reflection)
For the FE sector in the UK, we can make the case that despite obvious
managerialism and neo-Fordist discourses, and the adoption of globalization themes
within policy rhetoric and narratives (such as the call for „world class‟ skills and
competition and the rise of the „knowledge economy‟), it is nonetheless possible to
see FE teachers and trainee teachers as navigating identities situated within the
institutions they work and compounded by the learners they teach (Avis and
Bathmaker, 2009; Bathmaker and Avis, 2007).
To support the emerging identities of VET professionals training I have adopted a
wide range of e-learning provision in my teaching and training, alongside the
research using wikis for impact measurement. The presentation accompanying this
paper illustrates to international colleagues these tools and e-pedagogies, allowing
articulation of meta-conversation around distance learning and workplace provision,
and the challenges of e-learning within such space. This work adopts a variety of e-
learning tools: video blogs, social networking platforms (using the emergent
technology of „elgg‟), podcasts, wikis, Twitter feeds and an e-zine. These tools were
constructed through collaboration with the University‟s school of distance and e-
learning. They are designed to structure trainee support before and after sessions,
rather than „lecture capture‟ during sessions. The podcasting blog allows for
continuation of (asynchronous) support from classroom settings – drawing out
themes/issues for clarity and extension. Many trainees use the podcasts for M-
learning opportunities, allowing for a reorientation of the places and spaces of their
distance learning. The Twitter feed provides learners with regular updates for reading
and access to online academic sources. The social networking site adopts the
technology of the emergent elgg platform to create a reflective space for the mentors
of trainees. This space houses video blogging resources designed to support
mentors‟ workplace CPD.
Findings and challenges
There has been considerable use of the podcasting blog and Twitter feeds, resulting
in favourable feedback from external quality audits and inspections, and from the
learners themselves. It is observed that through the Twitter feed learners are reading
more widely and bringing new knowledge to sessions. The significant challenge in
developing and using these e-learning tools with new entrants to the teaching
profession has been the resultant pedagogic „mismatch‟ many of the cohort have
experienced with the teaching and learning strategies dominant within local
placement providers.
“It‟s like a different world. What they tell me and inspire me [on the training]
with and then what everyone else is doing.” (Trainee reflection)
7. Evidence from trainees‟ reflective accounts of their work based learning suggests
that all too often e-learning tools are seen as marginal, of little value, or even as
„distractions‟ from the „serious business‟ of classroom teaching. This mismatch
between the „new‟ e-learning and „old‟ face-to-face learning raises questions and
observations regarding the legitimate peripheral participation (Lave and Wenger,
1991) of (new) trainee teachers as they enter workplace settings.
“I mean, they [established practitioners] say „what‟s the point‟ and „I cant use
it‟. My mentor said it was a waste of time and not serious teaching.” (Trainee
reflection)
The presentation of this paper will illustrate how each e-resource stands alone, yet
combines to construct a rich tapestry for distance and workplace learners. This
presentation will showcase the blog, podcast and Twitter tools developed in this work
and illustrate the discussion of these tools through streaming audio and video clips.
Use will be made of trainees‟ own reflective accounts of their workplace learning to
draw out a critique of the applicability of notions of legitimate peripheral participation
to e-teaching and e-learning.
Research findings
On the „Reflections-in-practice‟ wiki created for this research participants were able to
construct „threads‟ for discussion – based upon what they felt were the important
issues to „chat‟ about. I could e-moderate, ask questions, pose questions to others
and the participants were able to reply to each other within each thread. This wiki
was used to explore with ex-trainees their emerging identioty constructions at a tiome
when they entered employment for the first time.
„Threads‟ posted by sample include:
• How useful and relevant was the PGCE?
• Ending the PGCE
• Those first few lessons
• Successes and failures – highs and lows in the classroom
• Honesty time!
• Pedagogic mismatches?
• New roles and responsibilities?
Data was coded – terms and phrases were pulled-out of the data; terms were
matched together. Themes emerged from the data and in turn, codes were
categorised together into groups.
Initial codes included:
Subject pedagogy
Finding professional identity
„Pedagogic mismatch‟
Burden of perfomativity
Codes were groups into categories on the second reading/analysis, drawing together
codes which painted common pictures. For example, the category „Finding
professional identity‟ was comprised of a number of initial codes – such as:
• Need to find new inspiration
• Continuing learning
8. • Needing to navigate through office politics
• Mistrust at staff negativity
• Surprise at motivation of staff and students
• Making transition into a new role
• Constructing new identity
• Life-work imbalance
Ongoing concerns emerging through the blogging by the NQT sample have been:
1. feeling „alone‟ in the NQT year;
2. missing regular support from the training programme;
3. a sense of concern at pedagogic „mismatch‟ between training and mundane
„every-day practice‟;
4. and the excitement and overwhelming responsibility of „knowing ones own
learners‟.
“Not change your style and your belief completely but see the bigger picture.
If you don't achieve the best grades, you don't get to progress and influence
even more how the teaching is done.” (ex-trainee Wiki post)
A key theme – and one raised by the participants themselves as a „thread‟ for
continued discussion through the six month period has been the notion of the
„Pedagogic Mismatch‟ there has been between their PGCE training pedagogy –
based upon experimentation and active-learning – and that in operation through their
employment institutions
“Challenge and strech yes, go for it at any costs??? Not really. I think that
these observations are sterile and not aimed at getting learners to learn but at
getting the college to record your 'progress' and giving them the info they
need for OFSTED and interna; reporting.”1 (ex-trainee Wiki post)
“…you need to play the game.While you can do what you know is best in your
classes, when you are being observed you need to know the rules of the
game and plan strategically.” (ex-trainee Wiki post)
There are a number of elements to this „mismatch‟:
1. Frustration at „older staff‟ and their practice;
2. Feeling of tension between models of „good practice‟ on PGCE and what
employment institutions were celebrating as „normal‟ or „good practice‟;
3. Surprise and anxiety at prevalence of „didactic‟ teaching;
4. Surprise and frustration at learners who valued didactic methods
5. „Emotional drain‟ of feeling „unconnected‟ with colleagues.
“The worrying thing is, is that my colleague commented on the fact that she
did the didactic with activities because otherwise 'they don't think they are
learning anything' My stomach churned over and I felt myself getting quite
annoyed actually!! Not toward my colleague, but towards the whole system!
After doing my PGCE training and it changing my life completely and my
1
All quotations from the data (re)presented here exactly as the comment was typed and posted by the
respondent on the wiki
9. ideas about what teaching should be, to hear that comment, after working so
hard really made me feel angry, annoyed, anxious and a bit sad actually!” (ex-
trainee Wiki post)
Conclusions – moving on, out and up
VET teachers still in training have found the e-learning provision for their own training
both helpful and supportive, but at the same time disconnected to the provision they
are seeing (and being encouraged to replicate) in their own training contexts and
classrooms. Equally, the use of e-learning tools as a data gathering mechanism has
allowed trainees to articulate their anxieties and concerns as they enter the
workforce, and establish firmer identities for their new roles. The wiki tools allowed
for the elaboration and exploration of the emerging identities of the VET
professionals as they worked-out both their new identities and pedagogic practices
alongside more established colleagues. This raised issues for the legitimate
participation of this group, and located them as boundary-crossers – moving from
trainee to trainer as they (re)located from the University to their placement and back
again. For some, the boundaries were further compounded as they felt their
pedagogy „mismatched‟ which that of „legitimate colleagues‟ and already established
legitimate participants.
The participants in the research were both excited about the prospect of, as one put
it, „carving out‟ new professional identities but frustrated at the same time with what
they saw as poor and average practice, at the „mismatch‟ between what they
believed about learning, teaching and pedagogy, and what they felt was „thrust upon‟
them by the quality mechanisms of their employment institutions.
“I am also sooooo confused about what the college is looking for with regards
to teaching practice. My colleague, who I adore and totally respect and who i
think is awesome, got observed today and got a grade two for mainly didactic
teaching with activities inbetween.........I feel totally lost! On the other hand, I
love the work and the stuff I am doing with my students and feel it is right, but
will I need to have a didactic approach with a few bits of activities when I am
observed next year????!!! Any suggestions guys?” (ex-trainee Wiki post)
The participants were surprised and overwhelmed by the levels of „performativity‟ in
their employment institutions – and felt they had been sheltered from this while
training pre-service. There was also wide-spread recognition that their teaching
professional role was „there for the making‟. They operated with a strong notion that
their own professional identity was contested and at odds with what they felt was
happening to their institutions and that they worked in a space where they had to
„play the game‟ while still making sure they taught how they wanted to. They saw
themselves as active agents in their own professional practices, but that this
involvement would be both a challenge and also occurring at times in „secret‟ from
the wider „institutional game‟.
These concerns and surprises have enabled my own reflections about being a
teacher educator and preparing trainees for a role in the turbulent FE sector. Through
these reflections of the impact of my practice, I have developed a podcasting blog2
where I am able to articulate „answers‟ to the questions and themes raised by the
sample – which can then be made available to current trainees. This podcasting
weblog teaching tool is part lecture capture, part e-learning blog and partly a space
2
Located at http:blog.uelconnect.org.uk/warren and available for all to view.
10. where I can reflect upon wider professional issues and make podcasts available to
my existing trainees to extend their reflective practice separate from, but parallel to
teaching sessions.
Figure 1. Screen shot from the podcasting weblog used to support learning on the
UEL PGCE PCET programme.
The experience of this enquiry, to date, indicates that online and digital tools allow for
an ease of data generation and gathering. They have allowed rich qualitative data to
be produced which at times speaks with a very personal voice; making invisible
classrooms slightly less private than before. The regular and at times „throw-away‟
nature of the threads, and the openness of many of the blogged posts, suggests that
the act of working digitally and communally enables participants to manipulate and
mould thoughts and reflections in reflective and reflexive ways.
The podcasting weblog for the vocational training of these new teachers is
located at http://blog.uelconnect.org.uk/warren and the Twitter feed can be
viewed at http://twitter.com/allthingspcet
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