). Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence.
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Title: Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence Abstract/ Introduction In many countries new curriculum areas are emerging in response to societal changes. This calls for enhanced efficacy and success depends on whether teachers trust themselves and their colleagues to meet new demands. Further, learners are expected to develop agency for change and teachers to develop collective teacher efficacy (CTE). Increased emphasis on competences and global comparative studies…. Children of today may have fewer opportunities to challenge and solve open ended problems. The power concept CTE enables educators to identify their own weaknesses and strengths in relation to the challenges of the 21st century. Research identified four new curriculum areas in the EmergeCTE project where particular demands were made of teachers: sustainability, use of information and communication technology, innovation education and school science in the 21st century and focused on action competence (AC) as the teaching task. Key features of AC individuals are that they are participants capable of being critical actors in democratic processes. The purpose of this symposium is to discuss selected issues from the EmergeCTE research. These include issues in the development of the questionnaires (paper 1), the role of case study in supporting questionnaire development (paper 2) and finally about mining the data and finding the factors (paper 3). The citation (APA style) Svanborg R. Jónsdóttir, Allyson Macdonald, Svanborg R. Jónsdóttir, Svava Pétursdóttir og Sigurbjörg Jóhannesdóttir. (2017, 23. November). Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence. Á SERA Scottish Education Research Association Annual Conference. University of Dundee, Scotland.Retrieved from https://www.slideshare.net/sibba/reflections-on-methodology
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). Reflections on methodology used in assessing teachers´perceptions of collective efficacy. Working with emerging curriculum areas and action competence.
- 1. Reflections on methodology used in assessing teachers´ perceptions of collective efficacy Working with emerging curriculum areas and action competence Chairperson: Svanborg R Jónsdóttir Discussant: Laura Colucci-Gray, University of Aberdeen Presenters: Allyson Macdonald Svanborg R Jónsdóttir, Svava Pétursdóttir & Sigurbjörg Jóhannesdóttir https://creativecommons.org/licenses/by/4.0/ 4.0
- 2. Introduction - overview Allyson Macdonald, professor, University of Iceland Paper 1. Development and factor analysis of the questionnaires Sigurbjörg Jóhannesdóttir, PhD student, University of Iceland Paper 2. Method - The role of case study Svanborg R Jónsdóttir, associate professor, University of Iceland Paper 3. Mining the data - Identifying the factors Svava Pétursdóttir, lecturer, University of Iceland Discussions - Reflecting on the process Laura Colucci-Gray, senior lecturer University of Aberdeen and Allyson Macdonald , professor, University of Iceland
- 3. Introduction - Overview Allyson Macdonald, professor, School of Education, University of Iceland allyson@hi.is https://creativecommons.org/licenses/by/4.0/ 4.0
- 6. Development and factor analysis of the questionnaires Sigurbjörg Jóhannesdóttir PhD student, School of Social Sciences, University of Iceland sibba@hi.is https://creativecommons.org/licenses/by/4.0/ 4.0
- 7. Time February to May 2016 Finalization of three questionnaries 22. March to 6. May 2016 Information of the purpose and invitation to participate by an emails to the principals of the original sampling schools Science (6) ICT (5) Innovation (3) 11. May to 20. June 2016 Online surveys Participants, of the participation schools, informed of the purpose in an email School principals informed their staff Eleven reminders by an email July to August 2016Exploratory Factor Analysis
- 8. Questionnaires Three online Surveys (May to June 2016) About collective teacher efficacy in emerging curriculum areas Each questionnaire had 48 (science), 67(innovation) or 68(ict) items. Items were rated on a scale of one to seven. Scale of 1 (completely agree) to 6 (completely disagree) Don´t know/Neutral was the seventh option. Changed to 7 (completely disagree) and 4 (Don´t know/Neutral). Innovation and Entrepreneurial Education (IEE) The use of Information and Technology in Education (ICT) School Science in the 21st century 1 2 3
- 9. Developing of the statements in the three surveys The expertise of individualresearchers in the areas Science (2) Sustainability (1) Collective Teacher Efficacy (3) Interviews on teachers´ perceptionsin the three areas The new Icelandic 2011/13 primary school curriculums
- 10. Sampling and participation The population of primary schools in Iceland were 177 with 4.876 teachers (90%) and school managers (10%). Original sampling (46 schools) Accepted sampling (25 schools) Participation May-June 2016 IEE 333 254 117 (46%) Science 759 319 170 (53%) ICT 484 310 178 (57%) Total 1.576 883 465 (53%) All teachers and school managers in the accepted sampling schools were invited to answer a questionnarie for one area. (Statistics Iceland, Oct. 2015)
- 11. Exploratory Factor Analysis (EFA) To identify the underlying relationships between measured variables [3] Our goal was to develope scales to measure particular research topics about CTE No prior hypothesis about factors or patterns of measured variables [1] Can be anyone of several attributes of people that may be observed and measured [2] Fabrigar, Leandre R.; Wegener, Duane T., MacCallum, Robert C., Strahan, Erin J. (1999). Evaluating the use of exploratory factor analysis in psychological research. Psychological Methods, 4(3), 272–299. https://doi.org.10.1037/1082-989X.4.3.272 [1] Finch, J. F., & West, S. G. (1997). The investigation of personality structure: Statistical models. Journal of Research in Personality, 31(4), 439-485. https://doi.org/10.1006/jrpe.1997.2194 [3] Norris, Megan; Lecavalier, Luc (17 July 2009). Evaluating the Use of Exploratory Factor Analysis in Developmental Disability Psychological Research. Journal of Autism and Developmental Disorders, 40(1), 8–20. doi:10.1007/s10803-009-0816-2 a collection of questions used to measure a particular research topic [2] To help schools to identify their current situation in CTE to make possible improvements
- 12. Factor Analysis ● A Principal components factor analysis was conducted on three datasets in two parts each. ● Followed by oblique rotation (direct oblimin) because correlation between factors was expected. ● The limit for factor loadings was set at 0.35. ● Scree plot were examined to determine the numbers of factors to extract from the analysis. ● The limit for eigenvalue was set at 1. ● Statistical analysis for the initial validation was performed to determine the internal consistency of each scale (Cronbach´s alpha reliability coefficient), mean and standard deviation. ● The alpha reliability coefficients confirmed that there was high internal consistency in each factor (all between 0.68 and 0.91)
- 13. Scales measuring Science Scales measuring Innovation Scales measuring ICT Scales measuring more generic school condition Total Scales Items in each scale Cronbach´s Alpha Questionnaire Science 4 0 1 3 8 3 to 8 0.76 - 0.91 Questionnaire IEE 0 5 1 5 11 3 to 6 0.68 - 0.84 Questionnaire ICT 0 0 4 4 8 5 0.76 - 0.9 Scales
- 14. Method - The role of case study Svanborg R Jónsdóttir associate professor School of Education, University of Iceland svanjons@hi.is https://creativecommons.org/licenses/by/4.0/ 4.0
- 15. The Icelandic view of innovation and entrepreneurial education (IEE) ● IEE ○ To develop creativity and innovative capacities as well as competence for action. ● Teachers ○ Provide guidance and support working in an emancipatory pedagogy allowing learners considerable autonomy and freedom. ● Learners ○ Must exercise independence and collaboration and they are seen as experts in their own ideas.
- 16. A case study in innovation and entrepreneurial education To strengthen validity and develop the surveys ● Rural school working on Innovation and Entrepreneurial Education (IEE), an emerging area of learning. ○ To gather information on site about teacher understanding of the teaching task in IEE and effects on the development of CTE, ● Two researchers visited the school in 2013 ○ interviewed the principal and four teacher groups.
- 17. Factors influencing the emergence and development of IEE in the school ● Proximate sources of influence identified ○ the persuasive IEE teacher leader and ○ the supportive principal who made ● Space for collaboration of teachers in the school to work with IEE ○ The principal arranged IEE lessons within the timetable across the whole school ○ Engaging all teachers ○ Remote sources of information from courses and other expertise ○ Allowing for mastery experience to develop Information To teachers about their role and the nature of the task Cognitive and emotional aspects
- 18. To implement, develop and sustain IEE Takes time – several steps – Group engagement through • Social persuasion – vicarious experiences and mastery experiences – Sustained efforts – Support of administrators – lead teachers – Time for collaboration • Teachers and admistrators need to work collaboratively • expand the intermediate space (trust and engagement) for development and learning
- 19. The benefit of case studies ● Obtaining on site data ○ Construct and validify CTE statements ○ Elicit experience of working with emerging curriculum areas ○ Identify how policy discourse is relocated to school practice ○ Locate different sources of influence on development of CTE
- 20. Mining the data Identifying the scales Svava Pétursdóttir lecturer School of Education, University of Iceland svavap@hi.is https://creativecommons.org/licenses/by/4.0/ 4.0
- 21. Text from abstract As in any of the emerging areas the use of ICT requires support and collaboration across the school, including among teachers. New technologies have been used in schools to some extent. Technologies such as tablets and 1:1 programs require teachers to continually develop their practice, thereby making ICT an ongoing and “emerging” area. In this project we have closely explored the factors collective teacher beliefs are dependent on. This paper specifically explores what factors SCALES are common among the areas of ICT, innovation education and teaching of science. Our experience from this work shows that factors influencing teacher competence when dealing with new emerging curricular areas are clearer when the area is mentioned explicitly in the statements, issues such as teacher competence, in terms of knowledge, skills and attitudes, motivation, appear there and seem dependent of the specific area. Teacher attitudes that seem important are towards practices that allow for student independence, cross-curricular organization of learning and teacher willingness to develop practice. Factors such as access to resources surprisingly appear in common factors independent of the area. Collaboration and support from peers and management more understandably seem independent of area. Knowledge of and systematic exploration of these factors using the adapted questionnaires will be useful to schools as they assess their collective efficacy to deliver emerging curricular areas.
- 22. Emerging areas - ICT - ICT as a cross-curricular area and as a school subject - Changes in technologies - devices and software - New technologies offer new pedagogy, teaching methods - Communities and pupils expect technology in schools - Emphasis in current curricula - All subject aim at and expect ICT related skills - Demands and expectations that technology be used to a greater extent - Using ICT a continuously renewed task for teachers - While new possibilities to use tech in teaching emerge the area will be ongoing and emerging…. Technology use less than expected.. … but growing
- 24. Factor analysis - Of high importance is whether the Emerging Area is explicit in statements Examples: Teachers at this school often participate in school developmental work related to ICT Teachers at this school avoid using ICT in teaching Teachers at this school prepare well for lessons Pupils at this school have great say in how they learn
- 25. Teacher collaboration Use of ICT and access Teacher motivation Pupil independence and responsibility for learning Area specific competence Knowledge and skills Knowledge and understanding of IEE Resources and facilities for science Time for science Professional and democratic management ICT IEE Area specific support from management Common for all emerging areas Area specific activities ICT and IEE Community connections IEE Community connections IEE
- 26. School development? Scales - factors - Instrument for internal evaluations - Strong and weak areas - where are there opportunities to change and develop
- 27. Discussions Reflecting on the process Laura Colucci-Gray senior-lecturer School of Education, University of Aderdeen l.t.gray@abdn.ac.uk https://creativecommons.org/licenses/by/4.0/ 4.0 Allyson Macdonald, professor, School of Education, University of Iceland allyson@hi.is
- 28. Laura Colucci-Gray University of Aberdeen and Allyson Macdonald University of Iceland Several issues arose when working on the Emerge CTE project. Issues to be reflected on might include the following: ● How suitable is it to use questionnaires for ○ understanding the teaching task when working with AC? ○ capturing teacher competence for the 21st century? ○ measuring teacher trust in each other? ● What are the benefits and challenges of developing questionnaires for separate curricular areas? The design of the study allowed us to identify factors in CTE and in order to interpret the factors we needed to draw on our own collective researcher efficacy, tacit knowledge and different strengths, as we had a diverse range of individual and shared experiences.
- 29. The research was supported by: The Icelandic Research Fund , grants in the years 2012-2014 University of Iceland Research Fund grants in the years 2010-2012 University of Iceland, services and facilities