01. Professional Learning and Development
Poster
Norwegian Preschool Teacher and Schoolteachers’ Competence in Comprehensive Sexuality Education.
Ellen Mælan, Wenche Fjeld
HINN, Norway
Presenting Author: Mælan, Ellen;
Fjeld, Wenche
The Norwegian national framework plan for preschool and the Norwegian national curriculum describe comprehensive sexuality education as part of promoting children’s and young people’s life skills and health (Directorate of Education, 2017a, 2017b). Preschool teachers are supposed to ensure that children are aware of and learn about their bodies and development and their own and other people’s boundaries (Directorate of Education, 2017a). Teachers in compulsory and upper secondary schools are supposed to thematise gender, sexuality, emotions and relationships in the interdisciplinary topic “public health and life skills” (Directorate of Education, 2017b). The national guidelines are in line with the World Health Organization’s standard for sexuality education in Europe, which states that children and young people should learn about cognitive, emotional, social, relational and physical aspects of sexuality (European Expert Group on Sexuality Education, 2016, p. 428). It is also in line with the state strategy “Talk about it!” describing good sexual health as “a resource and protective factor that promotes quality of life and life-skills” (Ministry of Health and Welfare, 2017, p. 7). The strategy indicates that knowledge about the body, emotions and relationships is the basis for a health-promoting lifestyle that should be taught from preschool age onwards (Ministry of Health and Welfare, 2017, p. 14). Learning about positive sexuality is also central to preventing sexual abuse and can help strengthen children and young people in regulating their own emotional behaviour (Seiler-Ramadas et al., 2021, p. 490).
Despite the underpinning of positive sexual health in national guidelines, sexuality education in Norwegian schools has been characterised by a negative approach to sexuality (Røthing & Svendsen, 2009, p. 66). A recent study shows that sexuality education of pupils in upper secondary school (16–19 years old) focuses on topics like sexually transmitted infections and different contraception methods, while most of the pupils want education on topics such as emotions, queer sexuality and sexual debut (Sex og Society, 2022, p. 5). Young people have also described the sexuality education they have received as too academic and unengaging, and they have called for education and guidance about body, sexuality and boundaries in preschool, primary and secondary school (The Children’s Ombudsman, 2018, p. 22).
Student teachers also request comprehensive sexuality education as part of teacher training (Svendsen & Furunes, 2022, pp. 34–37). Good competence, adequate language and security in one’s professional role seem to be important for promoting discussions in the classroom that can challenge both students’ and teachers’ “emotional comfort zones” and open them up to perspective-taking and critical reflection (Johannessen & Røthing, 2022, p. 12). International studies indicate that preschool teachers who have acquired knowledge about children’s physical and sexual development during teacher training do thematise these topics in preschool (Brouskeli & Sapountzis, 2017, p. 62). The lack of focus on sexual health in preschool may be related to fear of reactions from parents and restricted training in thematising the body and sexuality during preschool teacher training (Balter et al., 2021, p. 290).
This knowledge front shows the need for an extended focus on comprehensive sexuality education in teacher training. To develop courses and improve teacher training, it is important to know how experienced teachers feel that their competence meets the needs they experience in practice and what kind of knowledge and skills they possibly lack. The present study contributes to this focus by exploring the following research question: How do preschool teachers and schoolteachers assess their own competence in comprehensive sexuality education?
Methodology, Methods, Research Instruments or Sources UsedMethods:
A qualitative study was carried out with students in a continuing education programme called Identity, Body-Image and Sexual Health at the Inland Norway University of Applied Sciences. A total of fifty-two students (23 students in autumn 2020 and 29 students in autumn 2021) were invited to participate and to answer questions anonymously about their own competence in comprehensive sexuality education. In addition, the students were asked to share a student assignment with descriptions of their own competence and competence needs. The students were broadly composed of employees in preschools, schools and educational psychological services. A total of twenty-eight students took part in the survey, which yielded a response rate of 54. Eighty-six percent of the students had 4–20 years of work experience, while the rest had less than four years of experience. Half of the informants worked in nurseries/preschools (53.5%), 7.2% worked in upper secondary schools, and 39.3% worked in compulsory schools. The informants were educated as either a preschool teacher or a schoolteacher.
The data collection was carried out at the beginning of the semester to avoid participants being influenced by the content and approaches of the curriculum. Data were collected using an electronic online form with open-ended questions that allowed the participants to express subjective reflections and describe their own experiences (Miles et al., 2014, p. 11). The form consisted of introductory questions about their workplace and experiences, and six open-ended questions about their own competence acquired through teacher education, their competence needs in their current position, and experiences of collaboration It was important to ensure the students’ anonymity in the survey (Postholm, 2007, p. 235), as the researchers also worked as teachers in the continuing education programme. We chose to use an electronic form to ensure the students’ anonymity and their ability to express themselves more freely than in individual interviews or focus group interviews. A reflexive thematic analysis of the data was carried out based on an inductive approach (Clarke & Braun, 2017, p. 297).
Written consent was obtained from the participants for use of a student assignment they prepared at the beginning of the semester. Emphasis was placed on providing thorough information that participation in the study was voluntary and that their participation (or nonparticipation) would have no consequences for their role as students.
Conclusions, Expected Outcomes or FindingsConclusion:
The findings of the study indicate that preschool teacher and schoolteachers’ education has provided limited competence in comprehensive sexuality education, and, in particular, inadequate in terms of promoting sexual health and diversity. Furthermore, findings indicate the need for up-to-date knowledge and professional training among teachers to make them confident in their professional roles.
Children and young people are growing up in a different context than their teachers did, and teachers must deal with different issues than they themselves experienced growing up. Teachers in preschools and schools have regular contact with a variety of children, young people and families, and they need to feel confident in dealing with various issues that may arise in everyday preschool/school life. The study indicated a gap between what teacher training has offered and the intentions stated in the governing documents, showing a need for increased knowledge and training in how to thematise body-image, gender and sexuality. This training can be strengthened by prioritising these themes in teacher education and through courses and further education for staff in preschools and schools, with particular emphasis on training teachers to have an open attitude towards different perspectives. The inclusion of interdisciplinary activities and learning strategies that stimulate students and enable them to challenge their own attitudes and values related to the topics would be preferable. Sexuality education and guidance can also be strengthened through training in interdisciplinary collaboration with external collaborators, carried out, for instance, across professional/in-service courses and teacher-training curricula.
ReferencesReferences:
Balter, A. S., van Rhijn, T., Gores, D., Davies, A. W. J. & Akers, T. (2021). Supporting the development of sexuality in early childhood: The rationales and barriers to sexuality education in early learning settings. The Canadian Journal of Human Sexuality, 30 (3), p. 287–295. https://doi.org/10.3138/cjhs.2021-0034
Braun, V. & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), s. 77–101. https://doi.org/10.1191/1478088706qp063oa
Brouskeli, V. & Sappontzis, A. (2017). Early childhood sexuality education: Future
educators’ attitudes and considerations. Research in Education, 99 (1), s. 56–68. https://doi.org/10.1177/0034523717740149
Clarke, V. & Braun, V. (2017). Thematic analysis. The Journal of Positive Psychology, 12 (3), s. 297–298. https://doi.org/10.1080/17439760.2016.1262613
Directorate of Education (2017a). Framework plan for the kindergarten: Regulations on the kindergarten’s content and tasks. https://www.udir.no/laring-og-trivsel/rammeplan-for-barnehagen/
Directorate of Education (2017b). Overall part–Values and principles of
basic education. https://www.udir.no/lk20/overordnet-del/?lang=nob
European Expert Group on Sexuality Education. (2016). Sexuality education: What is it? Sex Education, 16 (4), s. 427–431. https://doi.org/10.1080/14681811.2015.1100599
Johannessen, E. M. V. & Røthing, Å. (2022). Meningsmangfold og ubehag i klasserommet [Diversity of opinion and discomfort in the classroom]. Norsk pedagogisk tidsskrift, 106 (1), s. 3–14. https://doi.org/10.18261/npt.106.1.2
Miles, M. B., Huberman, A. & Saldaña, J. (2014). Qualitative data analysis. A method
sourcebook (3rd ed.). SAGE.
Ministry of Health and Welfare (2017). Talk about it! Strategy for sexual health 2017–2022. www.regjeringen.no/contentassets/284e09615fd04338a817e1160f4b10a7/strategi_seksuell_helse.pdf
Postholm, M. B. (2007). Læreren som forsker eller lærer [The teacher as researcher and teacher]. Norsk pedagogisk tidsskrift, 91 (3), s. 232–244. https://doi.org/10.18261/issn1504-2987-2007-03-05
Røthing, Å. & Svendsen, S. H. B. (2009). Seksualitet i skolen: Perspektiver på undervisning [Sexuality in school: Perspectives in teaching]. Cappelen Damm.
Seiler-Ramadas, R., Grabovac, I., Winkler, R. & Dorner, T. E. (2021). Applying emotional literacy in comprehensive sex education for young people. American Journal of Sexuality Education, 16 (4), s. 480–500. https://doi.org/10.1080/15546128.2021.1932657
Sex og Society (2022). What is included in today’s sexuality education? A deep dive into the content of sexuality education in school (Rapport nr. 2/2022). https://sexogsamfunn.no/wp-content/uploads/2022/04/Hva-inngar-i-dagens-seksualitetsundervisning-Et-dypdykk-i-innholdet-i-seksualitetsundervisningen-i-skolen.pdf
Svendsen, S. H. B. & Furunes, M. G. (2022). Opportunity for comprehensive
sexuality education in teacher education. An evaluation of competence needs and possible measures (NTNU-Rapport nr. 90716600). Norges teknisk-naturvitenskapelige universitet.
The Children’s Ombudsman (2018). “Everyone knows someone who has experienced it.” The children’s ombudsman’s report on sexual offenses among young people – 2018. https://www.barneombudet.no/uploads/documents/Publikasjoner/Fagrapporter/Alle-kjenner-noen-som-har-opplevd-det.pdf
01. Professional Learning and Development
Poster
Measuring Teachers’ Expertise to Foster Students’ Understanding of Mathematics and Its Improvement During Professional Development Using an Approximation of Practice
Christin Laschke1, Victoria Shure2, Bettina Rösken-Winter2
1Leibniz Institute for Science and Mathematics Education; 2Humboldt-Universität zu Berlin
Presenting Author: Laschke, Christin
Most European countries face severe teacher shortages, particularly in mathematics, as well as an increased awareness of teachers’ self-perceived need for professional development (PD) in teaching mathematics. In Germany the lack of specialist teachers has led to a high percentage of out-of-field teachers, resulting in an additional need for PD (Eurydice, 2021). At the same time the average student’s mathematics achievements in many European countries, especially in Germany, have decreased (Mullis et al., 2020). Accordingly, students lack basic concepts that are necessary for the cumulative process of acquiring knowledge and competence in mathematics. Against this background, a PD program was implemented, aimed at improving teachers’ expertise for fostering students’ understanding of basic mathematical concepts (Prediger et al., 2023).
Evaluating whether a PD program promotes teachers’ expertise is challenging when the success of the PD program is not only measured in terms of the teachers’ increase in knowledge but also regarding the effect on teachers’ teaching practices. The latter often remains unclear when PD programs are evaluated by pre-post knowledge test results or teacher self-reports. Evaluating how teaching practice has been improved requires an ecologically valid instrument (Krolak-Schwerdt et al., 2018). To approximate teaching practice as much as possible, we developed a vignette-based approach that places teachers in an authentic teaching situation in which classroom discussions are conducted to foster students’ understanding of basic concepts in mathematics. Our instrument not only serves to measure whether teachers benefit from the PD, but also provides a tool to assess teachers’ abilities to foster students’ understanding. While extensive research on teachers’ diagnostic abilities and how they can be facilitated exists (Chernikova et al., 2020), evidence on how teachers foster students’ understanding is rare.
Previous evidence on how students gain conceptual understanding provides insights into conditions of supportive learning environments. Accordingly, using multiple presentations such as visual, numerical, and symbolical representations, and elaborating on the relationship between them is an effective strategy to support students in attaining conceptual understanding (Hunt & Little, 2014; O-Dwyer et al., 2015; Tzur et al., 2020). Further studies have shown that prompting students for explanations and justifications (Booth et al., 2015; Jansen et al., 2017) of their mathematical reasoning or what they have learned can support them to gain deeper conceptual understanding. Studying and reflecting on incorrect mathematical work in addition to or in combination with correct work are other ways to support students’ conceptual understanding that have been confirmed by evidence (Siegler & Chen, 2008). Also, encouraging students to verbalize their thinking and enhancing communication on mathematical aspects amongst students is a prerequisite (Erath et al., 2021) to enable students to gain a deeper conceptual understanding.
Therefore, teachers are assumed to foster students’ conceptual understanding if they provide a learning environment that considers the following supportive conditions:
- Connecting representations,
- Prompting explanations or justifications,
- Prompting student-initiated error analysis,
- Encouraging verbalization of students’ thinking,
- Encouraging communication among the students.
Starting from these assumptions we examined the following research questions.
1a. Do teachers choose a supportive learning environment to foster students’ conceptual understanding?
1b. Do teachers justify their choice of learning environment by identifying supportive conditions?
2a. Does the accuracy of choosing a supportive learning environment increase during the PD?
2b. Does the quality of teachers’ justifications of choice increase during the PD?
Methodology, Methods, Research Instruments or Sources UsedSample
In sum, 75 teachers attended the PD program, with 62 of them agreeing at the kick-off meeting to participate in our study. Among them were 46 female and 14 male teachers, two did not provide any gender specification. The teachers had an average age of 44.6 years, and 11.5 years of teaching experience, (SD=9.7, range=0.5 to 35). At the end of the PD program, 46 teachers who participated in the last session of the PD, filled in the post evaluation. However, ten of the teachers did not attend the first PD meeting, leading to an overlap between the two measurements of 36 teachers.
Instrument
Mathematical tasks, matching the content of the PD, with three student solutions, and a conversation between the three students about their solutions were provided to the teachers. The teachers were asked to choose one of three continuations of the conversations, which, to different extents, provided a supportive learning environment by taking implicitly into account the supportive conditions named above. The teachers were further asked to justify their choice.
Nine experts in the field confirmed that the tasks, the students’ solutions, and the conversations are well suited to examine teachers’ abilities to foster students’ understanding and that the presented continuations of conversations represent the intended levels of supportive learning environments.
Data analyses
Research question 1a was answered by relative frequencies of teachers who chose the most supportive learning environment. The open-ended teachers’ justifications of their choice were coded collectively by a team of three researchers resulting in a consensual intercoder agreement to examine 1b. The supportive conditions mentioned above served as deductively derived categories. According to the extent to which the categories were mentioned in teachers’ justifications they were assigned to three different levels of quality. Level 0 comprised justifications that did not mention any of the supportive conditions, and level 1 contained justifications that mentioned at least one of the conditions generally, but without reference to an action of the teacher. Level 2 represents justifications that mention at least one of the supportive conditions with reference to a teacher's action and explain why it is supportive for a student to gain conceptual understanding.
Research questions 2a and b were examined by applying Wilcoxon-Tests for related samples comparing the accuracy of choosing the supportive learning environment and the level of justifications between the two measurement instances.
Conclusions, Expected Outcomes or FindingsResults
Out of the 62 teachers participating in the first measurement, 58% chose the most supportive environment for fostering students’ understanding. In their justifications, 36% of the teachers mentioned supportive conditions with explanation (e.g. “By having student x explain exactly why he used (…), the teacher puts a lot of emphasis on explaining ideas and formulating a justification”). The remaining teachers just mentioned one of the conditions (30%, e.g. Thanks to the material, student y understands.”) or none of them (24%, e.g. “It depends on the child.”).
The accuracy of choosing a supportive learning environment increased significantly during the PD (z=-2.32, p<.020) with an almost large effect size (r=.39). While 58% of the teachers in the first measurement chose the most supportive environment, in the second measurement 83% did so. Also, the level of justifications significantly increased between the two measurements (z=-2.91, p<.004) with a large effect size (r=.41). After the PD, a lower number of teachers’ justifications was at level 0 or 1, and a higher number at level 2 (63% after, 36% at the beginning of the PD).
Contribution to research and practice
Using an approximation of practice approach, firstly, we gained insights into how teachers would foster students’ understanding of mathematics. Secondly, we obtained indications of the improvement of teachers’ expertise in choosing and justifying supportive learning environments during the PD. We thereby enriched the extensive research on how teachers diagnose students’ understanding and narrowed the research gap on how teachers foster students’ understanding. Moreover, we developed an ecologically valid instrument, which sensitively measures teachers’ improvement of expertise to foster students’ understanding, that can be adapted to different mathematical content. Particularly, teachers’ justifications for their choice of learning environments allowed for deeper insights into the improvement of expertise during the PD.
ReferencesBooth, J. L., Oyer, M. H., Paré-Blagoev, E. J., Elliot, A. J., Barbieri, C., Augustine, A., & Koedinger, K. R. (2015). Learning algebra by example in real-world classrooms. Journal of Research on Educational Effectiveness, 8(4), 530–551.
Chernikova, O., Heitzmann, N., Fink, M.C. et al. Facilitating Diagnostic Competences in Higher Education—a Meta-Analysis in Medical and Teacher Education. Educ Psychol Rev 32, 157–196 (2020). https://doi.org/10.1007/s10648-019-09492-2
Erath, K., Ingram, J., Moschkovich, J. et al. Designing and enacting instruction that enhances language for mathematics learning: a review of the state of development and research. ZDM Mathematics Education 53, 245–262 (2021). https://doi.org/10.1007/s11858-020-01213-2
European Commission / EACEA / Eurydice, 2021. Teachers in Europe: Careers, Development and Well-being. Eurydice report. Luxembourg: Publications Office of the European Union.
Hunt, J. H., & Little, M. E. (2014). Intensifying Interventions for Students by Identifying and Remediating Conceptual Understandings in Mathematics. TEACHING Exceptional Children, 46(6), 187-196. https://doi.org/10.1177/0040059914534617
Jansen, A., Berk, D., & Meikle, E. (2017). Investigating alignment between elementary mathematics teacher education and graduates’ teaching of mathematics for conceptual understanding. Harvard Educational Review, 87(2), 225-250.
Krolak-Schwerdt, S., Hörstermann, T., Glock, S., & Böhmer, I. (2018). Teachers' assessments of students' achievements: The ecological validity of studies using case vignettes. Journal of Experimental Education, 86(4), 515–529. https://doi.org/10.1080/00220973.2017.1370686
Mullis, I. V. S., Martin, M. O., Foy, P., Kelly, D. & Fishbein, B. (2020). TIMSS 2019 international results in mathematics and science. Chestnut Hill, MA: TIMSS & PIRLS International Study Center. Boston College.
O’Dwyer, L.M., Wang, Y. & Shields, K.A. Teaching for conceptual understanding: A cross-national comparison of the relationship between teachers’ instructional practices and student achievement in mathematics. Large-scale Assess Educ 3, 1 (2015). https://doi.org/10.1186/s40536-014-0011-6
Prediger, S., Dröse, J., Stahnke, R. et al. Teacher expertise for fostering at-risk students’ understanding of basic concepts: conceptual model and evidence for growth. J Math Teacher Educ 26, 481–508 (2023). https://doi.org/10.1007/s10857-022-09538-3
Rittle-Johnson, B., Loehr, A. M., & Durkin, K. (2017). Promoting self-explanation to improve mathematics learning: A meta-analysis and instructional design principles. ZDM, 49(4), 599–611.
Siegler, R.S. & Chen, Z. (2008). Differentiation and integration: guiding principles for analyzing cognitive change. Developmental Science, 11(4), 433–453.
Tzur, R., Johnson, H. L., Hodkowski, N. M., Nathenson-Mejia, S., Davis, A., & Gardner, A. (2020). Beyond getting answers: Promoting conceptual understanding of multiplication. Australian Primary Mathematics Classroom, 25(4), 35–40.
01. Professional Learning and Development
Poster
Teachers' Teaching Practices and Motivation to Implement Professional Development in Self-Regulated Learning
Joosep Norma
Tallinn University, Estonia
Presenting Author: Norma, Joosep
Topic:
Self-regulated learning (SRL) has been an important area of educational research (Panadero, 2017) and the development of self-regulating learners is one of the priorities in the global field of education (e.g., Sala et al., 2020). Although there have been successful interventions to foster self-regulated learning among students, it has been found that the interventions conducted by researchers have had on average a higher effect size on student outcomes and their use of strategies than the ones implemented by teachers (Dignath et al., 2008).
Therefore, there is a need to design and study professional development programs that effectively support teachers in helping students become self-regulating learners. In this study, we draw on Expectancy-Value Theory (EVT) (Eccles & Wigfield, 2020) to explore teachers' motivation for implementing professional development activities aimed at supporting self-regulated learning and its relation to their self-reported teaching practices in this domain.
The main aim of the study is to explore how teachers' motivation (expectancy for success, perceived value and cost) to implement professional development relates to their self-reported teaching practices in the domain of self-regulated learning.
Theoretical framework:
The three main pillars of the study are teacher professional development, self-regulated learning and teacher motivation.
Teacher professional development is a process of teacher learning and “transforming their knowledge into practice for the benefit of their students’ growth” (Avalos, 2011). To design the professional development programme the basic theory of action proposed by Desimone (2009) and the IMTP (insight, motivate, techniques, practice) framework proposed by Sims et al. (2023) were used.
Pintrich's (2000) model of Self-Regulated learning was used to conceptualize and define SRL as: "an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and the contextual features in the environment”. The content of professional development sessions was based on this model.
An important aspect of teacher professional development is their motivation to learn, apply knowledge to practice and reflect on the results. One of the leading theories on motivation has been Expectancy-Value Theory (EVT) (Wigfield & Eccles, 2000; Eccles & Wigfield, 2020). It has been found that EVT can be used to explain changes in teachers’ practice in the context of professional development programmes (Boström & Palm, 2020). Karlen et al. (2023) have found that teachers’ self-efficacy and intrinsic value regarding the promotion of students’ SRL were both significantly correlated to teachers’ self-reported promotion of metacognition and students’ perceived promotion of metacognition.
Based on Expectancy-Value Theory, Osman and Warner (2020) developed a scale that can be used to measure teachers' motivation to implement professional development. In accordance with their findings, expectancy for success, values, and cost were treated as distinct constructs of teacher motivation.
The following research questions guide the study:
-
What is the relationship between teachers' expectancy for success, perceived task value and perceived cost of implementing professional development in self-regulated learning?
-
How are expectancy, value and cost related to teachers' self-reported teaching practices in self-regulated learning?
-
How does teachers' written feedback on their motivation to participate in professional development relate to the quantitative findings about expectancy, value and cost of implementing professional development?
Methodology, Methods, Research Instruments or Sources UsedResearch design:
The study was conducted in Estonia where 67 teachers from 5 schools participated in a 11-month professional development programme on the topic of self-regulated learning.
At the beginning and the end of the programme, teachers evaluated their teaching practice regarding their support of self-regulated learning. Twice during the process they also reported their motivation to implement professional development. In the middle of the process, teachers gave written feedback on what has affected their motivation.
Research instruments:
The scale of teachers' expectancy, values and cost of implementing professional development (Osman and Warner, 2020) was adapted and used to measure teacher motivation.
A self-evaluation questionnaire was used to assess teachers' self reported teaching practices.
An open-ended questionnaire was used to collect written feedback on teacher motivation.
Data analysis:
Exploratory factor analysis was used to reveal five factors of teaching practices: promoting metacognition, providing emotional support, teaching cognitive strategies, scaffolding, providing concrete examples.
Confirmatory factor analysis was used to confirm a three-factor model of teacher motivation.
Correlation analysis and k-means cluster analysis was used to explore the relationships between motivational constructs and teaching practices.
Qualitative analysis was used to code teachers' written responses based on the Expectancy-Value Theory.
Conclusions, Expected Outcomes or FindingsTeachers' expectancy for success and perceived task value in implementing professional development were significantly associated with their self-reported teaching practices.
While there were no significant correlations between teachers' perceived costs of implementing professional development and their teaching practices, cost was still negatively related to both expectancy and value.
At the start of the professional development program, the teachers reporting the highest costs were not necessarily those reporting the least engagement in related teaching practices. By the end of the program, those who reported the lowest costs did not necessarily report the most extensive engagement in teaching practices.
Qualitative results indicate that outside effort cost should be taken into account when examining teacher motivation to implement professional development.
ReferencesAvalos, B. (2011). Teacher professional development in Teaching and Teacher Education over ten years. Teaching and Teacher Education, 27(1), 10-20. https://doi.org/10.1016/j.tate.2010.08.007
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational researcher, 38(3), 181-199.
Dignath, C., Buettner, G. & Langfeldt, H.-P. (2008) How can primary school students learn self-regulated learning strategies most effectively?: A meta-analysis on self-regulation training programmes. Educational Research Review, 3(2), 101-129. https://doi.org/10.1016/j.edurev.2008.02.003
Eccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: A developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https://doi.org/10.1016/j.cedpsych.2020.101859
Karlen, Y., Hirt, C. N., Jud, J., Rosenthal, A., & Eberli, T. D. (2023). Teachers as learners and agents of self-regulated learning: The importance of different teachers competence aspects for promoting metacognition. Teaching and Teacher Education, 125, 104055.
Osman, D. J., & Warner, J. R. (2020). Measuring teacher motivation: The missing link between professional development and practice. Teaching and Teacher Education, 92, 103064. https://doi.org/10.1016/j.tate.2020.103064
Panadero, E. (2017). A Review of Self-regulated Learning: Six Models and Four Directions for Research. Frontiers in psychology, 422. https://doi.org/10.3389/fpsyg.2017.00422
Pintrich, P. R. (2000). The Role of Goal Orientation in Self-Regulated Learning. In Handbook of self-regulation (pp. 451-502). Academic Press.
Sala, A., Punie, Y., Garkov, V. & Cabrera Giraldez, M. (2020). LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. (No. JRC120911). Joint Research Centre (Seville site). http://dx.doi.org/10.2760/302967
Sims, S., Fletcher-Wood, H., O’Mara-Eves, A., Cottingham, S., Stansfield, C., Goodrich, J., Van Herwegen, J., & Anders, J. (2023). Effective Teacher Professional Development: New Theory and a Meta-Analytic Test. Review of Educational Research, 0(0). https://doi.org/10.3102/00346543231217480
Wigfield, A. & Eccles, J. S. (2000). Expectancy–Value Theory of Achievement Motivation. Contemporary educational psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
01. Professional Learning and Development
Poster
Promoting Cooperation with Parents and Inclusive, Digital and Green Environments in ECEC: Professionals’ Practices and Needs in Four European Countries
Catarina Leitão1, Maria João Seabra-Santos1, Maria Filomena Gaspar1, Team of the Pathways Project2
1University of Coimbra, Portugal; 2SEM Societa Cooperativa Sociale, Italy; Forma.Azione SRL, Italy; Gradinita cu Program Prelungit Scufita Rosie, Romania; Lietuvos Svietimo ir Mokslo Profesine Sajunga, Lithuania; Pomoc Deci Udruzenje Gradjana, Serbia
Presenting Author: Leitão, Catarina
Cooperation between ECEC professionals and parents to support children’s learning, development and wellbeing is recognised as a key dimension of pedagogical quality (Council of the European Union, 2019). It can enhance the continuity of children’s learning experiences across the ECEC service and home, and positively impact their development (OECD, 2020). ECEC staff’s competences for working with families can encompass exchanging information, involving parents in the ECEC service and their children’s activities, and supporting parenting skills (European Commission, 2021). In working with families, approaching parents as valued partners in two-way communication, building a trusting relationship, and sharing goals have been recognised to improve cooperation (Aguiar & Pastori, 2019).
Current European policy asserts the need to potentiate competences in the education profession, including for promoting cooperation with families, and inclusive, digital and green environments (Council of the European Union, 2021). The European Quality Framework for ECEC highlights the relevance of providing time for staff to engage with parents (European Commission, 2014). The European Framework for personal, social and learning to learn key competence - LifeComp - reinforces the need to support educational staff in implementing competence-based teaching in diverse contexts. The European Framework for the Digital Competence of Educators - DigCompEdu - describes what it means for educators to be digitally competent, and includes a focus on working with parents. The European Sustainability Competence Framework - GreenComp - highlights the need to develop the sustainability competences of all learners, and guidelines for educators.
Cooperation between ECEC professionals and parents can promote inclusive, digital and green environments in educational contexts through the development of a shared vision. However, ECEC professionals can experience uncertainty about how to promote this cooperation (Murphy et al., 2021). Despite widespread recognition of the importance of cooperating with parents, the inclusion of parents and cooperation modalities can vary between and within education systems (European Commission/EACEA/Eurydice, 2019). As highlighted by Epstein's model of parent involvement, diverse practices and strategies can be used to involve parents in schools (parenting support, communicating, volunteering, learning at home, decision-making, and collaborating with the community), which can be associated with specific challenges (Epstein, 2001).
Further research on professionals’s views and approaches regarding cooperation with parents and inclusive, digital, and green environments in ECEC has been identified as necessary (Leitão et al., 2023; Norheim & Moser, 2020; Slot et al., 2018). The current study aimed to explore ECEC professionals’ practices and needs to promote cooperation with parents, and inclusive, digital, and green environments. It was conducted in Italy, Lithuania, Romania, and Serbia, as part of the PATHWAYS project (ERASMUS+; 2022-1-IT02-KA220-SCH-000087139), which aims to enhance and strengthen ECEC professionals’ strategic competences and skills.
Methodology, Methods, Research Instruments or Sources UsedConvenience sampling was used to recruit participants. The project team invited ECEC professionals in their network to complete an online questionnaire during March 2023. A total of 189 ECEC professionals participated. They were from Italy (n=34), Lithuania (n=36), Romania (n=62), and Serbia (n=57). Around 75% were educators/preschool teachers, 5% were ECEC setting managers, 1% were auxiliary staff, and 19% were other professionals. All identified themselves as female.
The PATHWAYS team developed the questionnaire, and translated it into each country’s language. A set of questions asked participants to indicate the extent to which they were familiar (from 1=not at all to 5=very familiar) with the following European frameworks: Quality for ECEC, LifeComp, DigComp, GreenComp. Regarding inclusive environments, participants were asked to select which conditions were linked to challenges in their daily practice, among the following: additional/special needs, socio-economic difficulties, diverse cultural backgrounds, gender stereotypes, none, or other. Regarding digital environments, participants were requested to indicate the frequency of use of digital tools in their practice (at least once a week, at least once a month, never), if they used them with parents (yes, no), and which they used in general and with parents (open-ended questions). Concerning green environments, participants were asked if they organised activities to promote awareness about the importance of natural environments and sustainability (only with children, with parents and children, only with parents, or no/not organising). In terms of cooperation with parents, participants were requested to select which learning aspects they would like to improve, among the following: meaningful engagement and communication, cooperation or co-construction of the implementation, building parent's capacity/supporting parenthood, informing parents, advocacy, none of the previous, or other. They were also requested to indicate the most challenging aspect of approaching or involving parents (open-ended question).
Quantitative data were analysed in terms of descriptive statistics using Microsoft Excel. The qualitative data were analysed using deductive content analysis, with a researcher coding the data in Microsoft Word.
Regarding ethical considerations, completing the questionnaire was voluntary and did not involve direct benefits or consequences to the participants. Other than gender and profession (teacher, manager, teacher’s aide, or other), no participant personal details or special category data were collected.
Conclusions, Expected Outcomes or FindingsRegarding the Quality Framework for ECEC, considering all countries, 46% of participants indicated low familiarity (ratings of 1 or 2), 32% medium familiarity (rating of 3), and 22% high familiarity (ratings of 4 and 5). Most participants indicated low familiarity with the frameworks LifeComp (58%), DigComp (61%) and GreenComp (63%). Considering the potential of these policies in shaping educational contexts, their further dissemination might be relevant among ECEC professionals.
In terms of challenges faced in daily practice related to inclusiveness, most participants indicated additional/specific needs (74%). Concerning digital tools, 77% of participants reported using them at least once a week, with YouTube being the most frequent (46%). The use of digital tools with parents was reported by 65% of participants, with the computer being the most frequent (19%). Regarding activities related to natural environments and sustainability, 45% of participants reported organising them only with children, and 47% with children and parents.
In terms of cooperation with parents, most participants indicated they would like to learn about meaningful engagement and communication (67%), cooperation or co-construction of the implementation (54%), and building parent's capacity/supporting parenthood (51%). The most frequently mentioned challenge in approaching/involving parents was related to engagement and communication (34%). These findings reinforce the relevance of supporting ECEC professionals in promoting cooperation with parents, which can be potentiated through programmatic and preventive policies, including peer-to-peer learning (Alieva, 2021).
The results reported should not be seen as automatically generalisable to other countries. On the contrary, the diversity of contexts in which ECEC professionals work needs to be considered in policy and practice development.
ReferencesAguiar, C., & Pastori, G. (2019). Inclusive curricula, pedagogies, and social climate interventions - Integrative report. ISOTIS. https://www.isotis.org/en/publications/inclusive-curricula-pedagogies-and-social-climate-interventions-integrative-report/
Alieva, A. (2021). Parental involvement in formal education. NESET Ad hoc report no. 1/2021. https://nesetweb.eu/wp-content/uploads/2021/08/NESET_AHQ_Parental_involvement-2.pdf
Council of the European Union. (2019). Council recommendation of 22 May 2019 on high-quality Early Childhood Education and Care systems. Official Journal. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32019H0605(01)
Council of the European Union. (2021). Council resolution on a strategic framework for European cooperation in education and training towards the European education area and beyond (2021-2030) 2021/C 66/01. Official Journal, 1–21. https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32021G0226(01)
Epstein, J. L. (2001). School, family and community partnerships: Preparing educators and improving schools. Westview Press.
European Commission/EACEA/Eurydice. (2019). Key data on Early Childhood Education and Care in Europe 2019. https://data.europa.eu/doi/10.2797/894279
European Commission. (2014). Proposal for key principles of a quality framework for Early Childhood Education and Care. Report of the working group on Early Childhood Education and Care under the auspices of the European Commission. European Commission. https://www.value-ecec.eu/wp-content/uploads/2019/11/ecec-quality-framework_en.pdf
European Commission. (2021). Toolkit for inclusive early childhood education and care. Providing high quality education and care to all young children. Publications Office of the European Union. https://data.europa.eu/doi/10.2766/399018
Leitão, C., Gaspar, M. F., Seabra-Santos, M. J., (with, in alphabetical order) Bîzu, E. G., Coman, M., Coman, M. F., Curta, A., Emanueli, A., Farnesi, R., Marchetti, S., Matulyte, A., Palazzetti, C., Pleșa, C., Puiša, I., Seician, M., Smudja, G., & Vasic, L. (2023). Cooperation with parents in inclusive, digital and green environments in ECEC: Policies and practices in four European countries. Pathways. https://www.pathways-ecec-project.com/_files/ugd/a702ad_1e53a4b6da904218bd86debd5e075c5f.pdf
Murphy, C., Matthews, J., Clayton, O., & Cann, W. (2021). Partnership with families in early childhood education: Exploratory study. Australasian Journal of Early Childhood, 46(1), 93–106. https://doi.org/10.1177/1836939120979067
Norheim, H., & Moser, T. (2020). Barriers and facilitators for partnerships between parents with immigrant backgrounds and professionals in ECEC: A review based on empirical research. European Early Childhood Education Research Journal, 28(6), 789–805. https://doi.org/10.1080/1350293X.2020.1836582
OECD. (2020). Building a high-quality Early Childhood Education and Care workforce. TALIS, OECD Publishing. https://doi.org/https://doi.org/https://doi.org/10.1787/b90bba3d-en
Slot, P., Romijn, B., Cadima, J., Nata, G., & Wysłowska, O. (2018). Internet survey among staff working in formal and informal (education) sectors in ten European countries. ISOTIS. https://www.isotis.org/en/publications/internet-survey-among-staff-working-in-formal-and-informal-education-sectors-in-ten-european-countries/
01. Professional Learning and Development
Poster
Teaching Self-efficacy of Ethnic Minority Teaching Assistants
Kevin Kien Hoa Chung, Shiang Yi Lin, Chun Bun Lam
The Education University of Hong Kong, Hong Kong S.A.R. (China)
Presenting Author: Chung, Kevin Kien Hoa
The present study examined the multicultural teaching assistants’ profiles of culturally responsive teaching self-efficacy (CRTSE). It also investigated whether the profile membership predicted their practices to facilitate social integration and family-school collaboration. Pre- and post-tests were conducted to assess their CRTSE. Latent profile transition analysis indicated three distinct profiles: high, medium, and low. Multiple regression analyses found that participants with a high (vs. low or medium) CRTSE profile at Time 1 reported more willingness to facilitate family-school collaboration at Time 2.
Teachers play a critical role in student learning and academic development (e.g., Rubie-Davies et al., 2006).Although the number of ethnic minorities (EM), particularly those with South/Southeast Asian origin, continues growing in Hong Kong, kindergarten teachers are lack of understanding of EM cultures and inadequately prepared to teach EM students within a bilingual framework (Ng et al., 2020; Shum et al., 2011; Yuen, 2016). The linguistic and cultural discontinuities in school and home environments lead EM students to experience learning difficulties and show low academic competence (Yuen, 2016). The ethnic achievement gap has prompted educators to emphasize culturally responsive teaching (CRT; Gay, 2010) in teacher preparation programs. CRT underscores bridging course content with students' cultural knowledge to make learning relevant and more effective (Gay, 2010; Ladson-Billings, 2014).
Research also suggests that minority teachers would benefit student learning by, for instance, serving as role models, holding higher expectations for EM students, and helping better examine sociocultural factors that affect student learning (Vilegas & Irvine, 2010). Although diversifying the teacher workforce sounds promising, minority youth seeking teacher certification face many barriers in Hong Kong, especially in meeting the requirement of Chinese proficiency. In recent years, educational initiatives to recruit EM paraprofessionals who can work as assistants to teachers (i.e., “bilingual or multicultural teaching assistants”) have gained recognition (Gao & Shum, 2010).
As part of these initiatives, the Diploma Program in Early Childhood Education program (supporting learning and teaching for non-Chinese speaking children) or the D(ECE) program aimed to develop EM youth's professional capacityto work as teaching assistants at local kindergartens. This program intends to nurture multicultural teaching assistants who possess the language proficiency, pedagogical knowledge, and positive attitudes required to support preschool teachers, education, and community service workers in catering for EM children, build a solid base for learning, and create a social inclusion environment in the early childhood education and care sector. The D(ECE) consists of ten courses stronglyfocusing on CRT (Gay, 2010; Ladson-Billings, 2014), socio-emotional and language development of EM children, and L2Chinese learning. CRT self-efficacy (CRTSE; Siwatu, 2007) refers to how capable one feels of, for instance, preparing culturally responsive teaching or creating a supportive classroom climate. This study aimed to evaluate the effectiveness of the program by examining participants’ CRTSE profiles and their transitions throughout the D(ECE).
The present study
This study had three objectives—(a) to identify multicultural teaching assistants’ CRTSE profiles and replicate theseprofiles over time, (b) to assess the transitions in profile membership from the beginning to the end of the D(ECE) program, and (c) to investigate whether the identified profiles would predict participants’ multicultural practices (i.e., family-school collaboration and social integration) by the end of the program. We expected that participants classified as high or medium CRTSE would report higher engagement in practices for facilitating family-school collaboration and social integration than those classified as low CRTSE.
Methodology, Methods, Research Instruments or Sources UsedThis sample comprised six cohorts of ethnic minority youth (N = 130) enrolled in the D(ECE) at a public university in Hong Kong. At Time 1, participants were 18.9 years of age (SD = 1.8; Min = 17, Max = 28). Nearly all participants were South Asian ethnic minorities (97.1%). About 73% of participants were born in Hong Kong, and 27% of them were born in the country of origin.
The D(ECE) program was launched in 2016 and continues its efforts to prepare EM youth as future teacher workforce. The coursework was geared toward facilitating participants’ development of knowledge and skills related to CRT, emphasizing teaching L2 Chinese. It involves ten courses (i.e., 30 credits) and a one-year practicum. The courses included building culturally responsive classrooms in a local context, understanding child development from an ecological perspective, and supporting the language development of ethnic minority children—the practicum aimed to translate their knowledge into practices in classrooms (Richardson 1990). The pre-tests were conducted at the beginning of the program (e.g., September 2022), whereas the post-test was conducted during the last course of the program (e.g., June 2022).
Measures
Culturally Responsive Teaching Self-Efficacy (CRTSE) (Siwatu, 2007) included items like “I am able to identify the diverse needs of my students.”
Practices of Social Integration included items such as “I can organize learning activities to facilitate the mutual understanding of ethnic minority children and local students.”
Practices of Family-School Collaboration included items like “I can make ethnic minority parents understand their children’s learning better through explanations.”
Results
To identify participants’ profiles, latent profile analyses (LPA) were conducted for Time 1 and Time 2. Examination of the profile indicator revealed that the three profiles are characterized by low (M = -1.01), medium (M = -.08), and high levels (M = .84) of CRTSE mean scores. ANOVA indicated significant mean differences between the three profiles for all the CRTSE items, Fs(2, 132) > 36.3 p < .001. The low, medium, and high profiles correspond to 25%, 41%, and 34% of the sample. To address the second research question, latent transition analysis indicated that 68 participants (50%) remained in the same profile, 46 participants (34%) moved upward to a better profile, whereas 21 participants (16%) transitioned downward to a worse profile by the end of the program. Multiple regression analyses showed that participants in the high (vs. low) profile engaged in more practices about family-school collaboration one year later.
Conclusions, Expected Outcomes or FindingsFindings revealed different transition paths of EM youth in the three CRTSE profiles (low, medium, and high). High and medium profiles were relatively more stable over time than the low profile: More than half of the participants in the low profile moved upward to the medium profile by the end of the program. Likewise, one-third of participants in the medium profile moved upward to the high profile.
Consistent with past research on CRTSE, notice teachers often showed a decline in efficacy during the first year of teaching (Hoy & Spero, 2005). Participants in the high profile may initially underestimate the complexity of teaching tasks and their ability to handle multiple tasks in multicultural classrooms. The practicum may have made them recognize the gap between their expectations and actual performance and readjust their perception of self-efficacy. Despite the decline in self-efficacy, results found that participants in the high (vs. low) profile engaged in more practices to facilitate school-family collaboration by the end of the program.
This study extends the literature on CRT by examining the transition paths of CRTSE profiles among EM youth who aspired to teach at Hong Kong kindergartens. Participants in the high profile appear knowledgeable, but teaching challenges may dampen their passion. For participants in the low or medium profile, efforts would do well to focus on boosting their knowledge related to CRT practices. These findings serve as important information to policymakers, practitioners, and other stakeholders in understanding how to equip EM youth with professional capacity to support EM students and, more broadly, address cultural diversity in Hong Kong.
ReferencesCensus and Statistics Department Hong Kong Special Administrative Region (2018). Hong Kong poverty situation report on ethnic minorities 2016. Retrieved from https://www.povertyrelief.gov.hk/pdf/Hong%20Kong%20Poverty%20Situation%2 0Report%20on%20Ethnic%20Minorities%202016.pdf. Accessed February 10, 2023.
Gao, F., & Shum, M. S. K (2010). Investigating the role of bilingual teaching assistants in Hong Kong: an exploratory study. Educational Research, 52(4), 445-456. https://doi.org/10.1080/00131881.2010.524753
Gay, G. (2010). Culturally responsive teaching: theory, research, and practice (2nd ed.). Teachers College Press.
Hoy, A. W., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007.
Ladson-Billings, G. (2014). Culturally relevant pedagogy 2.0: Aka the remix. Harvard Educational Review, 84(1), 74–84. https://doi.org/10.17763/haer.84.1.p2rj131485484751
Ng, C. S. M., Chai, W., Fok, H. K., Chan, S. P., Lam, H. C., & Chung, K. K. H. (2020). Building preschool teachers’ capacity for teaching Chinese to ethnic minority children in Hong Kong: A qualitative study. Journal of Early Childhood Teacher Education, 41(3), 284-305. https://10.1080/10901027.2019.1638852
Richardson, V. (1990). Significant and worthwhile change in teaching practice.
Educational Researcher, 19(7), 10-18. https://doi.org/10.3102/0013189X019007010
Rubie-Davies, C., Hattie, J., & Hamilton, R. (2006). Expecting the best for students: Teacher expectations and academic outcomes. British Journal of Educational Psychology, 76, 429-444. https://doi.org/10.1348/000709905X53589
Shum, M. S. K., Gao, F., Tsung, L., & Ki, W.-W. (2011). South Asian students’ Chinese language learning in Hong Kong: Motivations and strategies. Journal of Multilingual and Multicultural Development, 32(3), 285–297.
https://doi.org/10.1080/01434 632.2010.539693
Siwatu, K. O. (2007). Preservice teachers’ culturally responsive teaching self-efficacy and outcome expectancy beliefs. Teaching and Teacher Education, 23(7), 1086- 1101. https://doi.org/10.1016/j.tate.2006.07.011
Villegas, A. M., & Irvine, J. J. (2010). Diversifying the teaching force: An examination of major arguments. Urban Review, 42(3), 175–192. https://doi.org/10.1007/s11256-010-0150-1
Yuen, C. Y. M. (2016). Enhancing early childhood schooling of South Asian children in Hong Kong: beliefs and perceptions of kindergarten teachers and principals. Early Child Development and Care, 186(3), 403-418. https://doi.org/10.1080/03004430.2015.1036420
01. Professional Learning and Development
Poster
The Relationship between Initial Teachers’ Personality Traits and Application of Critical Thinking on Social Media
Aušra Kazlauskienė, Remigijus Bubnys, Odeta Šapelytė
Vilnius University, Lithuania
Presenting Author: Šapelytė, Odeta
Theoretical framework. Social media (SM) is an integral part of our lives, affecting us as individuals, changing and influencing our behaviour and actions. The internet is full of different interpretations of past and present events, propaganda and deceptive information. The spread of fake news is particularly favourable under uncertainty. Due to the high pace of our life, constant change we do not know how to choose, to distinguish unbiased facts from opinions and emotions. Social media has affected people’s behaviour by making them more broad-minded and by developing mutual respect. However, this also led to negative changes in the personality: people became more self-obsessed, lazy and violent; their behaviour was determined by low self-esteem, mental health problems, and trust issues (Xanidis & Brignell, 2016; Primack and etc., 2017; Hussain & Griffiths, 2021; Bowden-Green, Hinds, & Joinson, 2021; Kotsonis, 2022). Only reflecting on ourselves as personalities and knowing our ways of thinking in social media we can better evaluate both ourselves and the information presented in it. It is important to understand how people interact on social networks and what influences their decisions to share content or follow different accounts. Research shows that knowing one’s personality helps predict such aspects of life as academic success, work performance, health, success in relationships, and behaviour in social media (Koçak & Kabadayı, 2016; Lampropoulos and etc., 2022). It has been proven that there is a direct connection between behaviour in SM and the personality’s individual traits, especially our critical thinking.
Some researches show that many people do not have any experience or willingness to critically evaluate information or look for reasons, or do not have any demand to reflect on possible consequences (Wineburg and etc., 2016). Critical thinking in this context is defined as the ability to critically analyze, purposefully choose, reflectively evaluate and to make a responsible decision who/what to trust and how to act. Our thinking depends on the characteristics of our personality and can be inflexible, inert, so it requires constant human effort to know and change it. As already mentioned, critical thinking can be understood as thinking about one's own thinking in order to improve it. Only by getting to know one's personality traits and peculiarities of thinking will it be possible to purposefully educate and guide the representatives of the younger generation in the future. It will be possible to educate purposefully and guide the representatives of the youth by recognizing personality traits and peculiarities of thinking. According to trait theorists, personality traits and critical thinking are key determinants of people’s behaviour in a given situation and also in social media (Nakayama, Kikuchi, & Yamamoto, 2021; Acevedo & Hess, 2022; Cheng and etc., 2022; Steinert and etc., 2022; Cheng and etc., 2022). They are important in predicting various behavioural outcomes, including the way of using social media and the type of behaviour in social media as well as the impact of media itself on the personality.
Research questions: What critical thinking skills are identified as essential by initial teachers in evaluating information on social media? Are there significant differences between initial teachers‘ involved on the project activities of critical thinking and media literacy and other initial teachers, who didn‘t participated in the project? What is the relationship between initial teachers' personality and critical thinking traits?
The purpose of the study is to reveal the relationship between the initial teachers' personality dimensions and the characteristics of application of critical thinking skills on social media.
Methodology, Methods, Research Instruments or Sources UsedQuantitative research methodology was applied by using online questionnaire with closed type questions. Purposive sampling was used to form the research sample. 218 initial teachers of one teacher training center completed an online questionnaire.
The research is conducted together with the partners from Poland, Bulgaria, Greece, and Romania in the context of Erasmus+ KA220-HED Cooperation partnerships in higher education project „Critical Thinking in the Information Society“(CTIS) (https://ctis-erasmus.info/). 41 out of 218 initial teachers participated in developing critical thinking and media literacy skills in higher education via flipped classrooms.
Methods of data collection. The Big Five personality dimensions scale (Goldberg, 1999) was applied to identify personality traits. The scale consists of 25 pairs of adjectives in 5 subscales: extraversion, conscientiousness, agreeableness, neuroticism, openness to innovation. For each pair of adjectives, the respondent must circle the number that suits them best on a scale from "1" to "7" (eg Honest 1 2 3 4 5 6 7 Careless). The scale was translated into Lithuanian and validated using the double translation standard, giving scientists the opportunity to use it for free in scientific research work (Bunevičius, 2005).
Critical Thinking Skills Assessment scale has been designed to help to assess their performance as critical thinkers on social media as well and the importance of these skills. The scale presents 13 key critical thinking skills. Each of the skill was assessed on two scales: the first one assesses the importance of critically thinking skills performed on social media and the second scale helps to identify how initial teachers assess their performance as critical thinkers.
Data analysis methods. Descriptive statistics, non-parametric tests, factor and correlation analyses, and analysis of variance (ANOVA) were applied. Cronbach's alpha coefficient (α) was used to assess the internal consistency of the questionnaire scale, which is based on the correlation of the individual questions that make up the questionnaire and evaluates whether all the questions of the scale sufficiently reflect the researched size and enables specifying the number of required questions on the scale.
The empirical study was conducted in order not to violate the principles of research ethics and respondents’ rights. The objectives of the research were clearly explained to the research participants, emphasizing the principles of voluntary participation, anonymity, and the respondents' free decision to participate in the research.
Conclusions, Expected Outcomes or FindingsThe results of the study revealed the predominant personality dimensions of initial teachers and the manifestation of subjective self-evaluation and importance of application of critical thinking skills on social media. The personal critical thinking abilities to identify the inconsistency of other persons' thinking, to ask important questions that help to raise doubts about certain assumptions and to assess whether other persons have correctly understood the information (facts) had the lowest scores. It can be stated that in order to improve these abilities, it is important to pay attention to the Evaluating Ideas and Arguments group of skills, in order for initial teachers to learn as critically as possible in social media to evaluate the information and arguments presented by other persons.
The initial teachers who are characterized by extroversion and neuroticism may tend to more spontaneously accept and evaluate information presented in social media, i.e., they have less abilities of critical evaluation and acceptance of information. Individuals with a higher awareness score can be characterized as more capable for effective problem-solving and informed decision-making, also to draw conclusions based on evidence, evaluating the limitations and mistakes of their own reasoning. The presented assumptions should be verified by conducting further research, choosing different research methodological approaches and expanding the boundaries of the research sample.
ReferencesAcevedo, E.C., & Hess, C. (2022). The link between critical thinking and personality: individual differences in a concern for truth. Modern Psychological Studies, 27(1), 9. https://scholar.utc.edu/mps/vol27/iss1/9
Bowden-Green, T., Hinds, J., & Joinson, A. (2021). Understanding neuroticism and social media: A systematic review. Personality and Individual Differences, 168, 110344, https://doi.org/10.1016/j.paid.2020.110344
Bunevičius, A. (2015). Didžiojo penketo asmenybės dimensijos (DPAD) [The Big Five Personality Dimensions]. http://biological-psychiatry.eu/wp-content/uploads/2014/06/2005_6-7_A.-Bunevicius.pdf
Cheng, L., Fang, G., Zhang, X., Lv, Y., & Liu, L. (2022). Impact of social media use on critical thinking ability of university students. Library Hi Tech, Vol. ahead-of-print No. ahead-of-print. https://doi.org/10.1108/LHT-11-2021-0393
Goldberg, L. R. (1999). A Broad-Bandwidth, Public Domain Personality Inventory Measuring the Lower-Level Facets of Several Five-Factor Models. In I. Mervielde, I. Deary, F. De Fruyt, & F. Ostendorf (Eds.), Personality Psychology in Europe, 7 (pp. 7-28). Tilburg, The Netherlands: Tilburg University Press.
Hussain, Z., & Griffiths, M. D. (2021). The associations between problematic social networking site use and sleep quality, attention-deficit hyperactivity disorder, depression, anxiety and stress. International Journal of Mental Health and Addiction, 19, 686-700.
James, A. E. (2017). Use of multiple social media platforms and symptoms of depression and anxiety: A nationally-representative study among U.S. Young adults. Computers in Human Behavior, 69, 1–9.
Koçak A.A., & Kabadayı, E.T., (2016). The Effect of Personal Factors on Social Media Usage of Young Consumers. Procedia - Social and Behavioral Sciences, 235, 595-602.
Kotsonis, A. (2022) Social media as inadvertent educators. Journal of Moral Education, 51(2), 155-168.
Lampropoulos, G., Anastasiadis, T., Siakas, K., & Siakas, E. (2022). The impact of personality traits on social media use and engagement: An overview. International Journal on Social and Education Sciences (IJonSES), 4(1), 34-51.
Nakayama, M., Kikuchi, S., & Yamamoto, H. (2021). Development of critical thinking skills during online learning. In 2021 25th International Conference Information Visualisation (IV), (pp. 243-247). Sydney, Australia. https://doi.org/10.1109/IV53921.2021.00046
Primack, B. A., Shensa, A., Escobar-Viera, C. G., Barrett, E. L., Sidani, J. E., Colditz, J. B., & Steinert, S., Marin. L., & Roeser, S. (2022). Feeling and thinking on social media: emotions, affective scaffolding, and critical thinking. Inquiry, https://doi.org/10.1080/0020174x.2022.2126148
Wineburg, S. McGrew, S. Breakstone, J. & Ortega, T. (2016). Evaluating information: the cornerstone of civic online reasoning. Stanford digital repository. http://purl.stanford.edu/fv751yt5934
Xanidis, N., & Brignell, C. M. (2016). The association between the use of social network sites, sleep quality and cognitive function during the day. Computers in Human Behavior, 55, 121-126.
01. Professional Learning and Development
Poster
Charting the Course: Teacher Agency and Institutional Change in the Digital Transformation of Education
Olivia Wohlfart1, Ingo Wagner2
1KIT, Germany; 2University of Freiburg, Germany
Presenting Author: Wagner, Ingo
The ongoing digital transformation poses a substantial challenge to the education system, requiring sustained adjustments across all levels, including instruction and school administration (European Commission, 2020; Eickelmann & Gerick, 2017). In the realm of such transformative processes, educational stakeholders assume diverse roles with varying degrees of influence (Stoll & Seashore, 2007). Extensive research underscores the pivotal role of teachers in general transformation processes (Leander & Osborne, 2008; Sebastian et al., 2016), particularly in the realm of digitalizing education (Wohlfart & Wagner, 2023). In our study, we understand teachers (as employees of governmental educational institutions) to be institutional agents for education due to their influence on educational practices, curriculum development, classroom culture, and student development. Fundamentally, teachers, as agents, wield substantial influence over whether and how institutionalized practices evolve over time or persist unchanged (Bridwell-Mitchell, 2015).
The aim of this study was to gain a deeper understanding of the dynamic relationships between teacher agency and institutional and infrastructural changes in the context of the rapid digital transformation initiated by the COVID-19 pandemic and the subsequent two-year period by answering the following research questions (RQ):
RQ1: Which institutional and instructional changes toward digital transformation were induced by the COVID-19 pandemic?
RQ2: How is teacher agency associated with institutional and instructional changes?
Methodology, Methods, Research Instruments or Sources UsedTo answer our research questions, we conducted a longitudinal interview study over two years in the federal state of Baden-Wuerttemberg, Germany, conducting three rounds of interviews with the same teachers at secondary schools in 2020, 2021 and 2022. For this purpose, we developed three interview guidelines with a small variation in focus over the years. The interview guidelines consisted of five to eight main questions focusing on adaptation to distance teaching, technology acceptance and implementation, transformation processes of the role of teachers, and digital transformation on instructional and institutional changes. In addition, we used a short questionnaire to obtain the sociodemographic information of the participants. The interviews lasted between 34 and 71 minutes each and were audio-recorded and transcribed verbatim according to specific transcription guidelines which resulted in 396 pages of single-spaced transcribed text.
We performed an iterative qualitative content analysis on the 30 transcripts according to Mayring (2022) with deductive categories based on how structure, culture, and agency influenced the digital transformation process of their school setting (e.g., leadership), as well as the inductive categories that emerged from the transcribed interview material and described specific changes in instruction and institutions (e.g., modification of instructional formats).
Conclusions, Expected Outcomes or FindingsThe analysis reveals significant changes in teaching and organization during the Covid-19 pandemic. Overall, the interviewed teachers, as captives of digitalization in times of the COVID-19 pandemic, made use of their agency and “stepped up” to pandemic-induced changes (Buchanan, 2015, p. 710). According to the interviewees, adjustments to formats, the development of teaching materials, changes in assessment practices, and a transformation of the role of teachers were identified in teaching. Regarding organization, infrastructure was improved, workspace design was adjusted, leadership and media concepts were developed or revised, and collaboration was strengthened. The findings highlight the importance of both individual and collective transformative agency in initiating and sustaining instructional changes. However, the success of the transformation process depends on the presence of supportive structural and contextual conditions. In addition, the analysis emphasizes the challenges and complexities associated with system-wide changes in teaching and learning. Instructional and institutional changes driven by teacher agency during the pandemic demonstrate the need for extensive infrastructure, coordinated materials, teacher training, and professional development. We present these findings as a heuristic model of interconnected dynamics of teacher agency in digital transformation and its impact on institutional and instructional changes.
ReferencesBridwell-Mitchell, E. N. (2015). Theorizing Teacher Agency and Reform. Sociology of Education, 88(2), 140–159. https://doi.org/10.1177/0038040715575559
Buchanan, R. (2015). Teacher identity and agency in an era of accountability. Teachers and Teaching, 21(6), 700–719. https://doi.org/10.1080/13540602.2015.1044329
Eickelmann, B., & Gerick, J. (2017). Lehren und Lernen mit digitalen Medien - Zielsetzungen, Rahmenbedingungen und Implikationen für die Schulentwicklung [Teaching and Learning with Digital Media - Objectives, Frameworks, and Implications for School Development]. Schulmanagement Handbuch, 164(4), 54–81.
European Commission. (2020). Digital education action plan (2021–2027): Resetting education and training for the digital age. Website. European Union. https://bit.ly/3GsJAcH
Hargreaves, A. (2005). Educational change takes ages: Life, career and generational factors in teachers’ emotional responses to educational change. Teaching and Teacher Education, 21(8), 967–983. https://doi.org/10.1016/j.tate.2005.06.007
Leander, K. M., & Osborne, M. D. (2008). Complex positioning: Teachers as agents of curricular and pedagogical reform. Journal of Curriculum Studies, 40(1), 23–46. https://doi.org/10.1080/00220270601089199
Lockton, M., & Fargason, S. (2019). Disrupting the status quo: How teachers grapple with reforms that compete with long-standing educational views. Journal of Educational Change, 20(4), 469–494. https://doi.org/10.1007/s10833-019-09351-5
Mayring, P. (2022). Qualitative Inhaltsanalyse: Grundlagen und Techniken [Qualitative Content Analysis: Foundations and Techniques] (13th ed.). Beltz.
Sebastian, J., Allensworth, E., & Huang, H. (2016). The role of teacher leadership in how principals influence classroom instruction and student learning. American Journal of Education, 123(1), 69–108. https://doi.org/10.1086/688169
Stoll, L., & Seashore, K. L. (Eds.). (2007). Professional learning. Professional learning communities: Divergence, depth and dilemmas. McGraw-Hill/Open University Press. http://site.ebrary.com/lib/academiccompletetitles/home.action
Wohlfart, O. & Wagner, I. (2023). Teachers’ role in digitalizing education: An umbrella review. Educational Technology Research and Development, 71(2), 339–365. https://doi.org/10.1007/s11423-022-10166-0
01. Professional Learning and Development
Poster
The Effects of Constructive Teaching Methodology on the Development of High School Students’ Ability to Write Laboratory Report Works
Yerbol Sandybayev, Nurgul Bokhanova, Gulzhazira Akhmetova
Nazarbayev Intellectual School of chemistry and biology in Almaty, Kazakhstan
Presenting Author: Akhmetova, Gulzhazira
This research was conducted in response to the changes made to the external summary assessment of the 12th-grade students in physics for the 2023-2024 academic year. This decision was implemented by the Center for Pedagogical Measurements AEO Nazarbayev Intellectual Schools. Considering this modification, the study proposes the preparation of Paper 3, the third component of the high school external summative assessment in physics, based on the Paper 5 of AS & A Level Physics 9702. The objective of this research is to investigate the effect of constructive teaching approach on the development of high school students' ability to produce a laboratory activity report. The researchers employed the Plan-Do-Study-Act PDSA Model of Action Research and utilized a pretest-posttest quasi-experimental design using quantitative approaches performed. The respondents of the research were the 11th grade students, with 34 students participating in the study. The preparedness for Paper 5 was assessed through a survey and control test administered to the 11th-grade students. Results indicated that a majority of students were able to distinguish dependent, independent, and control variables in the task based on Paper 3. They could construct a graph according to the given table and calculate the gradient. However, when it came to the tasks based on the Paper 5 laboratory work, students struggled with designing a laboratory work, defining variables, and explaining the physical meaning of a gradient. The rate of success in tasks based on Paper 5 laboratory was only 26%, as confirmed by both the survey and control test results. In response to these findings, an active learning model based on constructive teaching methodology, selected based on the PDSA model of action research, was implemented. The difference between the scores of the input and output diagnostic tests from the implementation of the learning strategy was significant, with a high Hake's index of 0.74 (<g> = 0.74). Thus, the active learning model, based on the constructive learning methodology of tasks prepared based on Paper 5, significantly improved students’ skills. Based on these results, the researchers recommend the promotion and use of this teaching methodology in the physics department, in the entire NIS ChB Almaty and NIS schools across country.
Methodology, Methods, Research Instruments or Sources UsedThe researchers employed Plan-Do-Study-Act PDSA Model of Action Research in this study. The study also involved a pretest-posttest quasi-experimental design using quantitative approaches.
This study was conducted at the Nazarbayev Intellectual School of Chemistry and Biology in Almaty. Students of the 11th grade who studied physics in English took part in the research. The number of participants is 34.
This process included curriculum development through collaborative planning, survey administration, and development of an input diagnostic task. A survey "Determining the skills to perform laboratory work" was conducted among the students. In addition, "Data Analysis" diagnostics prepared based on Paper 3 was carried out. The analysis of the received data showed that the students can determine the dependent and independent variables based on the prepared data, can choose the right scale, and can work with the table.
However, students indicated in the survey that they had difficulty constructing and analyzing graphs.
Based on the survey, the researchers addressed the first question that constitutes Paper 5. Co-developed a lesson plan that opens up the first question that makes up Paper 5. The result of the first lesson showed the average value of normalized gain of Hake. The research team decided to plan the second phase of the lesson based on the theory of constructive teaching.
Before the lesson, input diagnostics prepared on the basis of Paper 5 was conducted. The process was completed in two double periods of physics lessons of 320 minutes each. During the lesson, the class was divided into groups and did laboratory work prepared on the basis of Paper 5. After the lesson, the students completed the task of output diagnosis. Pre-test and post-test transitions were analyzed using Hake's normalized gain. After completing the output Diagnostics task, the researcher provided feedback to the participants using structured questions to test their understanding and experience.
In the second study lesson, students were divided into groups and discussed the questions prepared on the basis of Paper 5. They developed evaluation criteria and conducted evaluation work one by one. The head of the physics department observed the classes during the research. The situation in the classroom, the active participation of students, and the course of the lesson were evaluated.
To determine the effect of the learning strategy, changes in the input and output diagnostic tasks developed on the basis of Paper 5 were analyzed using Hake's normalized gain formula.
Conclusions, Expected Outcomes or FindingsThe active learning model of constructive learning theory effectively improved students' conceptual understanding and Paper 5 skills in planning and designing experiments, identifying variables, and writing reports on controlled experiments. After the implementation of the intervention, the students demonstrated a high Hake gain (<g> = 0.74). Constructive learning theory's active learning model involves students articulating their ideas through participation in group projects and frequently formulating assessment questions and assignments. Students have developed the ability to convey knowledge in diverse ways.
In summary, the active learning model of the constructive learning theory, focusing students on thinking and understanding rather than mechanically memorizing knowledge, has notably contributed to the effective performance of the task created based on Paper 5.
The researchers recommend extending the data collection and analysis over a longer period to obtain more complete data. Another suggestion is that constructs such as motivation and scientific process skills can be included in the investigation. Qualitative methods can also be used for a deeper analysis of the impact of the active learning model of constructive learning theory on student learning. Propagation and application of this teaching pedagogy is offered at the Department of Physics NIS ChB in Almaty. An international teacher will initiate a series of professional development programs based on this teaching pedagogy for the training of teachers of the NIS in Almaty.
References1. Trumper, R. (2003). The physics laboratory – A historical overview and future perspectives. Science & Education 12: 645–670.
2. Abaniel, Arra. Q. “Enhanced Conceptual Understanding, 21st Century Skills And Learning Attitudes Through An Open Inquiry Learning Model In Physics.” Journal of technology and science education 11.1 (2021): 30–43. Web.
3. Lombardi, S.M. (2011). Internet Activities for a Preschool Technology Education Program Guided by Caregivers. Doctoral dissertation, North Carolina State University. pp. 139–40.
4. Devries, B.; Zan, B. (2003). "When children make rules". Educational Leadership. 61 (1): 64–7.
5. Books, Jacqueline G.; Brooks, Martin G. (1999). In search of understanding: The case for constructivist classrooms, revised edition. Alexandria, VA: The association for supervision and curriculum development.
6. Pelech, James (2010). The Comprehensive Handbook of Constructivist Teaching: From Theory to Practice. Charlotte, NC: IAP. p. 19. ISBN 978-1-60752-375-8.
7. Constructivism as a Paradigm for Teaching and Learning http://www.thirteen.org/edonline/concept2class/constructivism/index_sub5.html
8. https://deming.org/explore/pdsa/
9. Coletta, Vincent P., and Jeffrey J. Steinert. “Why Normalized Gain Should Continue to Be Used in Analyzing Preinstruction and Postinstruction Scores on Concept Inventories.” Physical review. Physics education research 16.1 (2020): 010108. Web.
10. Hake, Richard R. “Analyzing Change/Gain Scores* Dept. of Physics, Indiana University.” Https://Web.physics.indiana.edu/Sdi/AnalyzingChange-Gain.pdf, web.physics.indiana.edu/sdi/AnalyzingChange-Gain.pdf.
01. Professional Learning and Development
Poster
Teachers' Personal and Professional Growth Experiences in Contextual Learning Processes at School
Remigijus Bubnys1, Natalija Kaunickienė1,2
1Vilnius University, Lithuania; 2Šiauliai Salduvė pro-gymnasium
Presenting Author: Bubnys, Remigijus
The rapid changes in life open up the situations of ambiguity and uncertainty, which not only triggers various challenges but also presents unlimited opportunities, encourages the society to change its customary procedures and behaviour, while simultaneously changing people’s thinking and beliefs. The information flow replaces previous knowledge with new discoveries and insights which require that we learn to live and work differently. Thus, in this context, a special role falls on the school and the teacher: to be a teacher preparing children for the future and, at the same time, to become a constant learner who is open to change, the search for new truths, and self-discoveries. Therefore, issues of effective professional development (Porter et al., 2000; Garet et al., 2001; Desimone et al., 2002; Darling-Hammond et al., 2017; Caena, 2011) that would respond to the societal needs, promote not only the student’s but also the teacher’s progress, and motivate them to grow when pursuing better personal results (Guskey, 2000; Evans, 2008; 2014) have become increasingly relevant.
The phenomenon of the professional growth of teachers and their personal professional growth experiences are not widely analysed in the field of educational research. More attention is being paid to professional development which can be characterised by specific professional development activities, such as seminars, courses, conferences, and the like. Professional growth is a process changing the individual’s personal world (value approaches, self-esteem, thinking, behaviour) related to the teacher’s constant improvement in the context of integrating the teaching of children and the teacher’s own learning in order to achieve a higher quality of his/her activities. This process is related to the very teacher’s activity and the personal changes which the teacher is bound to experience by consciously and responsibly using the development opportunities provided by the school. Thus, the problem of this research is outlined as the coherence of the interaction between professional growth experiences and professional development opportunities provided by the school. Therefore, this research is aimed to answer the following question: How does the personal professional development framework which is applied at school promote the professional growth of teachers?
Methodology, Methods, Research Instruments or Sources UsedThe research implemented a phenomenographic research strategy. The application of phenomenography as a research strategy focuses on people’s experiences of reality, on the diversity of ways of knowing the world, thereby giving the researcher a rich, holistic understanding of how people conceptualise a phenomenon (Marton, 1981, 1986, 1992; Säljö, 1997; Åkerlind, 2012). The main focus is on how things appear to people in their world and how people explain to themselves and others what is happening around them (Barnard et al., 1999). The phenomenological direction of the phenomenographic research was chosen thus focusing on the analysis of the learning experience while not including the learning results. The focus on the teachers’ professional growth experiences aims to distinguish and highlight similar or different trends (Hasselgren & Beach, 1997).
The research was conducted in a general education school (progymnasium) in Lithuania, where a peculiar framework of the teacher personal professional development (PPD) has been applied in response to the essential principles of teacher professional development. The research was started by conducting individual semi-structured phenomenographic interviews with 16 teachers of the school. The research data was analysed by using the phenomenographic methodology going deep into various individual experiences in search of similarities. Each interview text was read through several times in order to define the categories and the subcategories revealing them.
Conclusions, Expected Outcomes or FindingsThe results of the phenomenographic research revealed that the experiences of the professional growth of teachers through participation in the school’s personal professional development (PPD) framework encompass three categories: 1) changes determined by the teacher’s reflection as an experience of professional growth; 2) collegial collaboration while seeking coherence between personal and institutional goals; 3) personal professional development enabled by the organisational framework.
The experiences of professional growth, as revealed by the involved teachers, which illustrate the features characteristic of each level (individual, group, institutional), were discovered by juxtaposing different opinions and looking for similarities between them. At every level (individual, collegial, institutional), educational elements emerge which can be developed in order to improve the PPD framework and create more favourable conditions for the professional growth of teachers. The adjustment of elements of each level depends on different factors which are largely influenced by the teachers themselves, their subjective attitude, experiences, and personality traits. The outcomes of efficient activities are determined by a clearly structured model which facilitates communication, encourages teachers and leaders to plan activities in advance, discuss and collaborate. The existence of the structure helps to rationally use resources, especially the resources of time and intelligence, to distribute responsibilities, allows transparent monitoring and self-evaluation, during which the collected data are used to plan and improve further activities. Practices created over a long period of time are also efficient in the sense that they enhance the organisation’s microclimate, promote open sharing of both successes and concerns.
ReferencesÅkerlind, G. S. (2012). Variation and commonality in phenomenographic research methods. Higher Education Research & Development, 31(1), 115–127.
Barnard, A., McCosker, H., & Gerber, R. (1999). Phenomenography: a qualitative research approach for exploring understanding in health care. Qualitative Health Research, 9(2), 212–226.
Caena, F. (2011). Literature review Quality in Teachers’ continuing professional development. European Commission, 2–20. Available at: https://policytoolbox.iiep.unesco.org/library/W9JQKBHL
Darling-Hammond, L., Hyler, M. E., Gardner, M. (2017). Effective Teacher Professional Development. Palo Alto, CA: Learning Policy Institute.
Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: Results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24(2), 81–112.
Evans, L. (2008). Professionalism, professionality and the development of education professionals. British Journal of Educational Studies, 56(1), 20–38.
Evans, L. (2014). Leadership for professional development and learning: Enhancing our understanding of how teachers develop. Cambridge Journal of Education, 44(2), 179–198.
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38(4), 915–945.
Hasselgren, B., & Beach, D. (1997). Phenomenography—a “good‐for‐nothing brother” of phenomenology? Outline of an analysis. Higher Education Research & Development, 16(2), 191–202.
Marton, F. (1981). Phenomenography – describing conceptions of the world around us. Instructional Science, 10(2), 177–200.
Marton, F. (1986). Phenomenography – a research approach to investigating different understandings of reality. Journal of Thought, 21(3), 28–49.
Marton, F. (1992). Phenomenography and “the art of teaching all things to all men’’. Qualitative Studies in Education, 5(3), 253–267.
Porter, A. C., Garet, M. S., Desimone, L., Yoon, K. S., & Birman, B. F. (2000). Does professional development change teaching practice? Results from a three-year study. Available at: https://files.eric.ed.gov/fulltext/ED455227.pdf
Säljö, R. (1997). Talk as data and practice—a critical look at phenomenographic inquiry and the appeal to experience. Higher Education Research & Development, 16(2), 173–190.
01. Professional Learning and Development
Poster
Teachers' Professional Development as an Opportunity for Professional Growth: "I Know Who I am and Why I‘m Doing This"
Remigijus Bubnys, Odeta Šapelytė
Vilnius University, Lithuania
Presenting Author: Šapelytė, Odeta
The importance of improving schools, improving the quality of teachers' performance and improving student learning results encourages researchers to focus on teachers' professional development as one of the most important factors determining the ways of implementing these goals. The latter issues have been analyzed and researched for several decades, but they do not lose their relevance recently focusing on the possibilities, forms and conditions of teachers' empowerment for professional learning and professionalism, etc. (Krille, 2020; Desimone, 2023). Traditional systems considered ineffective, due to insufficient coherence with the specific context of the school community or classroom activities, too little attention to individual planning, specific needs of the teacher and the school itself, practical analysis of the teachers' experience and cooperation (Guskey, 2002; 2009; Cohen & Hill, 2000; Porter et al., 2001). Studies revealed that often short-term professional development seminars and trainings organized according to the priority directions of educational policies poorly meet their needs and help them adapt to changing educational circumstances (Clarke & Hollingsworth, 2002). Concepts of professional development are shifting from gap-filling workshops or instructional models to professional growth models in which teachers actively collaborate in exploring their practice to improve their knowledge of content, pedagogy, and students (Darling-Hammond & Richardson, 2009). Learning in the context of professional development is always more successful if it takes place as close as possible to the teacher's work environment, provides opportunities for reflection and feedback, involves the teacher's conscious commitment and uses external knowledge, e.g. consultant and/or critical friend, to increase the capacity of the service (Fullan, 2020). Structures that promote teacher development are necessary, but the most effective are those that are formed by the school community itself, based on its culture, context, teachers' experience and create opportunities for collaboration (Leu, 2004; Geijsel et al., 2009; Caena, 2011).
The research question: what happens and what changes does the teacher experience on the path of his personal and professional growth?
The purpose of the research: to reveal the experience of the teacher's professional growth in the context of the school's personal professional development system.
Methodology, Methods, Research Instruments or Sources UsedThe research was carried out in a school where the teachers' reflective personal professional development (PPD) system has been implemented and continuously improved for more than five years. Personal professional development activities in the school, integrating the teacher's work (practical activities) and learning in the PPD model unfold through three levels: individual, group and institutional. The reflective PPD process is based on 10 provisions focused on improving student achievement, reflecting on the teacher's personal experience, creating opportunities for the teacher to improve competencies at individual, group and institutional levels, providing support and cooperation and ensuring feedback. These are ongoing, constant activities, manifested at each level as cycles, the structure of which can change depending on the specific situation
The research methodology is also based on the paradigm of social constructionism (Berger, Luckmann, 1999), according to the view that reality is not self-evident and stable, it is the result of human activity. Assumptions that there is an external, objective world that does not depend on human perception and interpretations are rejected, therefore it is relevant to study knowledge and experiences that are constructed, reshaped and supported due to social interactions and human actions.
12 teachers (all women) of lower secondary education school (pro-gymnasium) in Lithuania participated in the study. Targeted criterion sampling method was applied in this study. The duration of the professional experience of the research participants and the criteria of the qualification category were taken into account, hoping that in this way the greatest possible variety of experiences and approaches to the phenomenon under consideration will be ensured.
The qualitative research approach was applied in this study and focus group was chosen for data collection (Krueger & Casey, 2000; Braun, Clarke, Hayfield, & Terry, 2019). The discussion between the research participants, moderated by two researchers, arising from mutual interaction took place according to a pre-made open scenario of the main thematic questions. An inductive approach of reflexive thematic analysis (Braun & Clarke, 2006; 2023; Clark & Brown, 2013) was used to analyze the obtained results, which made it possible to identify and organize relevant themes and sub-themes, which are later used as units of analysis sequentially implementing the stages of the structured data analysis technique.
Conclusions, Expected Outcomes or FindingsAfter analyzing the experience of pedagogues' professional growth at school, 4 essential latent themes were revealed, which determine the path of pedagogue's professional development and growth. Constant monitoring of their activities and self-reflection encourage teachers' personal growth by looking at their past, present and future, analyzing how their personal experiences, values and goals have changed or improved over time. This process helps teachers to better understand themselves as a person, individual traits, working style and what is important in professional activities. By accepting challenges and becoming aware of their emotional experiences, comparing what they were and what they are now, teachers identify their strengths. The change of teachers' self-image through the activities carried out by the PPD system includes their intellectual, emotional and social development.
Identified latent themes are seen as interacting with each other rather than hierarchically arranged. In this research context, the professional path of a teacher is not a lonely path. The latter path is based on continuous reflection. Both actions in the personal/individual field (I THINK - REFLECT) and in practical activities (I GROW), as well as certain achievements and results (I BECOME), are obviously related to the context of the whole school, in which the pedagogue is involved. Here, from the external PPD system as a stimulus, by constantly reflecting, rethinking our activities, we travel together with others (colleagues, parents, students, administration) and thus change the SELF, also others are changing and we are changing together the same external context (organization) and the stimulus itself (PPT).
ReferencesBerger, P., & Luckmann, T. (1999). Socialinis tikrovės konstravimas. Žinojimo sociologijos traktatas [The Social Construction of Reality: a Treatise in the Sociology of Knowledge]. Vilnius.
Braun, V., & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be(com)ing a knowing researcher. International Journal of Transgender Health, 24(1), 1-6. https://doi.org/10.1080/26895269.2022.2129597
Braun, V., Clarke, V., Terry, G., & Hayfield, N. (2019). “Thematic Analysis”. In P. Liamputtong (Ed), Handbook of Research Methods in Health and Social Sciences (pp. 843-860). Springer. https://doi.org/10.1007/978-981-10-5251-4_103
Caena, F. (2011). Literature review Quality in Teachers’ continuing professional development. European Commission, 2–20. https://policytoolbox.iiep.unesco.org/library/W9JQKBHL
Clarke, D., & Hollingsworth, H. (2002). Elaborating a model of teacher professional growth. Teaching and Teacher Education, 18(8), 947–967. https://doi.org/10.1016/S0742-051X(02)00053-7
Clarke, V., & Braun, V. (2013). Teaching Thematic Analysis: Overcoming Challenges and Developing Strategies for Effective Learning. The Psychologist, 26, 120-123.
Cohen, D. K., & Hill, H. C. (2000). Instructional policy and classroom performance: The mathematics reform in California. Teachers College Record, 102(2), 294–343. http://dx.doi.org/10.1111/0161-4681.00057
Darling-Hammond, L., & Richardson, N. (2009). Research review/teacher learning: What matters. Educational Leadership, 66(5), 46–53.
Fullan, M. (2020). The nature of leadership is changing. European Journal of Education, 55(2), 139–142. https://doi.org/10.1111/ejed.12388
Desimone, L.M. (2023) Rethinking teacher PD: a focus on how to improve student learning. Professional Development in Education, 49(1), 1-3. https://doi.org/10.1080/19415257.2023.2162746
Geijsel, F.P., Sleegers, P.J., Stoel, R.D., & Krüger, M.L. (2009). The effect of teacher psychological and school organizational and leadership factors on teachers' professional learning in Dutch schools. The Elementary School Journal, 109(4), 406–427. https://doi.org/10.1086/593940
Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391. https://doi.org/10.1080/135406002100000512
Guskey, T.R. (2009). Closing the knowledge gap on effective professional development. Educational horizons, 87(4), 224–233. https://files.eric.ed.gov/fulltext/EJ849021.pdf
Krille, K. (2020). Teachers’ participation in professional development: A systematic review. Switzerland: Springer Cham.
Krueger., R.A., & Casey, M.A. (2000). Focus Groups. A Practical Guide for Applied Research (3rd Edition). Thousand Oaks, CA: Sage Publications.
Leu, E. (2004). The patterns and purposes of school-based and cluster teacher professional development programs. U.S. Agency for International Development Cooperative Agreement No. GDG-A-00-03-00006-00. https://pdf.usaid.gov/pdf_docs/pnadd973.pdf
Porter, A. C., Garet, M. S., Desimone, L., Yoon, K. S., & Birman, B. F. (2000). Does professional development change teaching practice? Results from a three-year study. https://files.eric.ed.gov/fulltext/ED455227.pdf
01. Professional Learning and Development
Poster
How To Influence The Professional Development Of Dormitory Educators Through An Intra-school Course?
Saniya Dautaliyeva1, Zhannur Mauytova2
1Nazarbayev Intellectual School, Kazakhstan; 2Nazarbayev Intellectual School, Kazakhstan
Presenting Author: Dautaliyeva, Saniya;
Mauytova, Zhannur
The advancement of the scientific and technological landscape necessitates a paradigm shift in education. Given the incessant influx of scientific discoveries and evolving information, the need to integrate these insights into educational content is escalating. Teachers, therefore, must perpetually elevate their professional competencies to align with these burgeoning educational demands (Milan Komnenovic, 2020).
In Kazakhstan, substantial emphasis is placed on the professional growth of educators. To effectively cater to the demands of the modern school and today's students, educators must continually engage in professional growth. Varied perspectives among scholars exist regarding teachers' competence. The proficiency and efforts of a teacher constitute a pivotal component of a student's knowledge and academic accomplishments (Darling-Hammond, Rockover, Hattie, as per Stankovici, Deric, and Milin 2013). At the same time, teachers' ongoing professional development enables them to enhance their pedagogical expertise (Borco, 2004, and Desimone, 2002). It is indisputable that the primary aim of a teacher's professional growth should center on facilitating students' acquisition of knowledge and accomplishments. (Avalos, 2020).
Nevertheless, the research underscores that numerous teachers need robust management and support to implement innovative teaching principles (Borco, 2004). To address this, the Nazarbayev Intellectual School of Chemistry and Biology in Aktau conducts Intra-School Course (ISC )every six months, tailored to the specific needs of teachers. These courses are designed to foster professional development and provide comprehensive methodological support for subject teachers, teacher-curators, and dormitory educators.
Nazarbayev Intellectual Schools operate 22 dormitories, accommodating a total of 3168 beds. These dormitories function as integral structural units within the school, ensuring the safety and comfort of students in grades 7-12. Their role extends beyond providing a secure environment; they actively contribute to developing students' knowledge, intellectual and creative capacities, and spiritual and physical abilities. The dormitory also plays a crucial role in instilling moral values, promoting a healthy lifestyle, and fostering effective communication with parents to facilitate the holistic development of students.
The functional responsibilities of educators in the NIS dormitory system encompass a range of tasks: planning and organizing social life of students residing in dormitory, engaging in educational activities beyond regular school lessons, coordinating cultural and educational events within the dormitory, providing assistance to students in their learning, leisure, and additional educational pursuits, organizing and conducting intra-school and inter-network activities between NIS schools, and engaging in ongoing professional advancement, certification, medical examinations, among other responsibilities (as stipulated in the regulation "Qualification requirements of NIS employees," approved under Protocol No. 9 on April 5, 2018, consisting of 20 points).
Studies conducted by Andrew Martin and others highlight the positive impact of additional extracurricular support on enhancing academic performance and motivation among students in dormitories (Martin et al., 2014). This underscores the crucial role of dormitory teachers and the significance of their professional expertise in the educational and developmental processes. Consequently, the professional growth of dormitory teachers should be continuous.
Responding to request from dormitory head, a professional development course for educators was conducted in first half of 2023-2024 academic year. Dormitory educators pursuing professional growth engaged in various activities at the ISC. These activities included setting professional development goals in alignment with SMART criteria, formulating short-term plans for club lessons, and acquiring innovative methods to conduct engaging club that enhance student interest.
The overarching goal of this research is to identify barriers in the practices of dormitory teachers and facilitate their professional development through the HSE.
- What barriers exist in the practice of dormitory teachers?
- How can the Intra-school Courses (ISC) contribute to eliminating identified obstacles?
This research holds significance due to the need for more studies in Kazakhstan addressing enhancing professional qualifications among dormitory educators.
Methodology, Methods, Research Instruments or Sources UsedThe outcomes of research are expected to offer insights into practical organization of the educational process within dormitories.and are expected to improve their proffessional development according to course plans.
To address these questions, three dormitory educators participated in the study. Their experiences within the NIS system varied: one had been involved in education for seven years, another for five years, the third for a year. The diversity in their experiences adds depth to the research findings, providing nuanced understanding of the challenges and opportunities in the professional development of dormitory teachers.
The methodology employed a triangulation approach, incorporating three distinct research methods: interviews with educators, a reflective report, and an analysis of questionnaires completed by educators during the course. Three dormitory educators participated in the interviews, which were aimed at garnering insights into educational challenges. The discussions highlighted difficulties, such as incongruent goals for professional development, inefficiencies arising from unsystematic plans for school clubs/educational lessons, limited student engagement due to a lack of connection with the educational process, and students' disinterest in circle work due to the absence of active methods and techniques. Educators emphasized the necessity of interconnecting educational and pedagogical orientations in their activities.
To address identified barriers and foster the professional development of dormitory teachers, weekly 40-minute classes were conducted every Wednesday. The course topics were derived from insights obtained through interviews with educators, resulting in a three-module course with 12 topics. Despite educators formulating professional development goals in Module 1 using SMART criteria, challenges persisted, possibly due to a tendency to change goals annually without tangible progress. Module 2 emphasized the need to specify class stages and time limits, recognizing the ineffectiveness of educational circles.
Progress was observed in Module 3, where educators applied Modules 1-2 knowledge to school clubs/educational lessons. However, challenges persisted in effectively utilizing methods following lesson stages, regulating time management, and planning club materials within a single lesson framework. Reflective feedback from course coaches emphasized the importance of considering students' interests in educators' practices. The study revealed that monotony, an unsystematic lesson plan, and the absence of constructive feedback impeded the professional development of educators.
A survey assessed the course's impact on teachers, with two educators acknowledging its assistance in overcoming obstacles, while one educator faced challenges assimilating course materials due to health interruptions. These findings underscore the nuanced nature of the challenges and successes in the professional development of dormitory teachers.
Conclusions, Expected Outcomes or FindingsThe educators highlighted the utility of materials from Modules 1 and 2 in facilitating effective planning and execution of educational lessons. Additionally, the reflective exercises conducted during Module 3 allowed educators to discern the trajectory of their professional development successfully.
This underscores the significance of continuous self-reflection in contributing to professional growth. However, recognizing persisting challenges that were not fully addressed by the course, plans were made to expand the course modules and organize a methodological seminar specifically focused on the precise planning of circles aligned with time management principles. This proactive approach aims to refine educators' skills and address any remaining difficulties.
Conclusiono
The positive impact of the ISC on the professional development of educators can be attributed to several factors. Dormitory teachers participated in meaningful events, classes, and clubs, achieving commendable results in intra-school evaluations. Recognition was further reinforced through the receipt of author's certificates for their clubs and projects. Throughout the course, dormitory teachers expressed satisfaction with their professional development, contribution to the educational process, and acquiring innovative teaching methods. Participants received certificates indicating the number of hours completed upon concluding the course.
ISC plays a crucial role in professional development, fostering a robust professional community through continuous education, experience exchange, and mutual support. Considering the study's results, recommendations were formulated to enhance the professional development of dormitory teachers:
1. Promote professional development through integrated classes/clubs/educational lessons in collaboration with subject teachers and dormitory educators, facilitating and monitoring students' activities during these sessions.
2. Provide professional support to subject and dormitory educators by integrating mentoring into the professional development process.
These recommendations are anticipated to yield positive outcomes, given the influential role that dormitory teachers play in the educational process. The emphasis on collaboration and support is poised to contribute to dormitory educators' ongoing growth and effectiveness.
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