99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
Formal and Informal Mentoring: The Literature Review
Diana Amirova1,2, Nazipa Ayubayeva3
1Kazakh National Women's Teacher Training University, Almaty, Kazakhstan; 2ChBD NIS Almaty, Kazakhstan; 3NARXOZ University
Presenting Author: Amirova, Diana
As a young teacher and a graduate of Kazakh National Women's Teacher Training University, I have returned to pursue further studies as a PhD student. My personal journey has sparked my interest in mentoring, particularly in the context of formal and informal mentoring programmes. Mentoring is a crucial aspect of professional development, particularly for novice teachers who require support and guidance as they show the complexities of the classroom.
Mentoring is a process that defines the relationship between mentor and mentee. Mentoring can take many forms, ranging from formal programmes to informal relationships that develop spontaneously between colleagues. The literature on mentoring is vast and varied, with empirical studies exploring the benefits and challenges of different mentoring approaches. As a young teacher, I have experienced the benefits of mentoring first-hand. I have been fortunate to have mentors who have provided me with guidance and support as I face classroom challenges. However, I have also encountered the limitations of mentoring, particularly regarding access to resources and the challenges of mentoring programmes.
Formal mentoring requires a short-term (one-year) formal programme (Inzer & Crawford, 2005). The mentors are usually assigned and protégés (mentees) are strongly encouraged to participate in this programme (Cotton, Ragins, & Miller, 2000). An informal programme, on the other hand, is defined as a natural process where the mentor and mentee are in a good relationship that contains personal and professional respect. The relationship is usually long-term.
However, in comparing formal and informal mentoring, Boyle and Boice (1998) found that participants of the formal mentoring programme reported high levels of satisfaction, considering better planning, organisation, systematic feedback, and the huge involvement of mentees in school activities. As discussed by the other researcher, Mathias (2005), teachers who just started their career, have a greater appreciation for the formal mentorship component. Furthermore, he follows that formal mentorship provided them with more in-depth support for professional growth, with the help of outside experts, invited to support the unique requirements of each department.
On the other hand, according to the study of Inzer and Crawford (2005), informal organisational mentoring is more advantageous than formal mentoring. They argue that more career development activities, such as coaching, giving difficult jobs, or raising mentees’ experience and reflectiveness, were performed by informal mentors. Positive psychosocial behaviours like counselling, social interaction assistance, role modelling, and friendship-granting were more frequently performed by informal mentors. Due to the ease of relating to one another, informal mentoring ties grow. As the mentee may seek to imitate the mentor's traits, and the mentor may recognise themselves in the mentee.
Consequently, informal mentoring is considered one of the most effective and useful strategies for mentees’ development, as it lasts longer and is based on both mentor and mentee satisfaction. It takes place in a relationship that both teachers voluntarily form, where friendship comes first, followed by education and career.
Although informal mentors excel in career development, they fail to acknowledge the structured programmes that formal mentoring might provide for skill enhancement. Moreover, emphasising how simple it is to establish ties in informal mentoring may have the possibility of prejudice or the absence of systematic supervision in these kinds of relationships, resulting in the mentor and mentee choice being based more on personal preferences than on objective standards of professional growth.
Therefore, the paper aims to provide a further review of the literature by comparing formal and informal mentoring programmes by highlighting the benefits and critiques that each type of programme faces.
The review addresses the following research questions:
- What are the benefits and challenges of formal and informal mentoring?
Methodology, Methods, Research Instruments or Sources UsedThe methodology employed in this review reflects my personal experiences and challenges encountered during the research process. In order to perform this literature evaluation on the topic of formal and informal mentoring, a thorough and systematic strategy was chosen. Using Boolean operators for refinement, the search method used keywords like "formal mentoring," "informal mentoring," "mentorship," "mentoring programmes," and "mentoring relationships" to look for electronic databases like SCOPUS, ERIC, Google Scholar and the university library. While access to certain scholarly articles was limited due to subscription constraints, as my university could not provide me with a SCOPUS subscription, I managed these challenges by utilizing open-access resources, such as Sci-hub. This approach allowed me to engage with a wide range of literature while acknowledging and working within the limitations posed by subscription barriers.
Peer-reviewed articles and scholarly publications published in English, Russian and Kazakh between 1990 and 2023 were included in the inclusion criteria. The choice of this time frame is notable since it coincides with Kazakhstan's independence, marking a period of substantial change in the nation's educational system. Furthermore, the review includes international sources that provide thorough analyses of mentorship systems that extend beyond Kazakhstan.
After a first screening of the titles and abstracts, a full-text review was conducted, and 30 papers out of initial number of 70 were ultimately chosen, with an emphasis on reviews, meta-analyses, and empirical research. Information about the author(s), publication year, research design, methodology, important findings, and implications were all retrieved as part of the data extraction process. The nature of mentoring relationships as formal and informal, the comparison of both formal and informal mentoring, the benefits and critiques of formal and informal mentoring, and the contextual elements affecting mentoring practices were chosen as the basis for thematic categorisation of the articles. Systematic quality evaluation ensured the reliability and validity of the selected literature. While acknowledging certain limitation as the period of time selected, the technique used offers a strong basis for the analysis of the literature provided in this paper.
Conclusions, Expected Outcomes or FindingsIn conclusion, this literature review has been a valuable learning experience for me as an emerging researcher. It has provided insights into the complexities of mentoring and the challenges faced in accessing scholarly resources. Through this process, I have gained a deeper understanding of the methodologies and a broader understanding of mentoring, which has significantly contributed to my professional development as a Ph.D. student. The review has also shed light on the challenges inherent in accessing scholarly literature, prompting a reflection on the limitations and opportunities presented by the current academic environment. Overall, the literature review provides a comprehensive overview of the types of mentoring, highlighting the benefits and challenges of different approaches and offering insights into the ways in which mentoring can support teacher retention and professional development.
ReferencesReferences
Boyle, P., & Boice, B. (1998). Systematic Mentoring for New Faculty Teachers and Graduate Teaching Assistants. Innovative Higher Education, Vol. 22, No. 3.
Brannon, D., Fiene, J., Burke, L., & Wehman, T. (2009, Fall). Meeting the needs of new teachers through mentoring, induction, and teacher support. Academic Leadership, 7(4), 1-7.
Brown, K. M., & Wynn, S. R. (2007). Teacher Retention Issues: How Some Principals are Supporting and Keeping New Teachers. Journal of School Leadership, 17(6), pp. 664–698.
Cotton, J. L., Ragins, B. R., & Miller, J. S. (2000). Marginal mentoring: The effects of type of mentor, quality of relationship, and program design on work and career attitudes. Academy of Management Journal, 43(6), 1177-1194.
Fantilli, R. D., & McDougall, D. E. (2009). A study of novice teachers: Challenges and supports in the first years. Teaching and Teacher Education, 25(6), 814–825.
Ingersoll, R. M., & Smith, T. M. (2004). Do Teacher Induction and Mentoring Matter? NASSP Bulletin, 88(638), 28–40.
Ingersoll, R., & Strong, M. (2011). The Impact of Induction and Mentoring Programs for Beginning Teachers: A Critical Review of the Research. Review of Educational Research, 81(2), pp. 201–233.
Inzer, L., & Crawford, C. (2005). A Review of Formal and Informal Mentoring. Journal of Leadership Education, 31-50.
Koroleva. (2017). The role of mentoring in teacher professional development (Master thesis). Astana, Kazakhstan: Nazarbayev University.
Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, Boston University, 26, 000004.
Long, J. (1994). The Dark Side of Mentoring. AARE Conference. Australian Catholic University
Mathias, H. (2005). Mentoring on a Programme for New University Teachers: A partnership in revitalizing and empowering collegiality. International Journal for Academic Development, 10:2, 95-106.
Rachel, S., Michelle, A. T., Krøjgaard, F., Karen, A., Dean, R., & Eva, B. (2020). A comparative study of mentoring for new teachers. Professional Development in Education.
Schulleri, P. (2020). Teacher Mentoring: Experiences from International Teacher Mentors in Kazakhstan. Asian Journal of Education and Training, 6(2), 320-329.
Stan, C. (2021). Formal Mentoring Versus Informal Mentoring in Education. The European Proceedings of Social and Behavioural Sciences (EpSBS), 165-174.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
Teacher Reasoning: Addressing Student Diversity in the Classroom
Mirjam van der Sprong1, Eddie Denessen2, Christine Espin3
1The Hague University of Applied Sciences; 2Radboud University Nijmegen; 3Leiden University
Presenting Author: van der Sprong, Mirjam
Introduction, Research Objective, and Context:
Previous research (Vanlommel et al., 2017; Jager et al, 2021) indicates that when tailoring their education to differences in the classroom, teachers make instructional decisions based on various sources of information. Studies indicate (Educational Inspectorate, 2023; Van Casteren et al.. 2017) that teachers find adapting to differences challenging, as they make a significant number of decisions throughout the day (approximately 1500) (Mockler, 2022). This aligns with research indicating that differentiation is a complex process requiring knowledge and skills to systematically and consciously utilize these information sources to shape education (Van Geel et al., 2019). Additionally, research (Urhahne & Wijnia, 2021; Payne, 2008; İnan-Kaya & Rubie-Davies, 2022 ) suggests that urban environments exhibit a high degree of diversity in classes, contributing to the complexity teachers face when tailoring their education to differences. To gain a deeper understanding of teachers' pedagogical reasoning regarding dealing with differences among students, this qualitative research was conducted to analyze the thoughts of teachers in the Haaglanden region in more detail. Specific attention is given to the role of the student in this process, and potential differences between schools regarding the student population are explored.
Theoretical Framework:
Pedagogical reasoning (Loughran, 2019) refers to the thoughtful thought process underlying teachers' informed professional practice . It involves teachers' ability to make thoughtful and informed decisions about teaching their students. When the level of diversity in the classroom is higher, it means greater complexity for the teacher to tailor education to all students.
The use of information and data by teachers plays a crucial role in pedagogical reasoning (Keuning et al, 2017; Loibl et al., 2020, Park & Datnow, 2017). Teachers must effectively collect and analyze information to align their teaching practices with their students. When dealing with diversity, especially concerning students' backgrounds (Denessen, 2017), there are risks associated with the use of information and data . These risks can vary, and it is important for teachers to be aware of them to ensure a just and inclusive educational environment. Giving the student a voice in education can contribute to this (Hudson-Glynn, 2019).
Research Questions:
Scientific and Practical Significance of the Content Contribution:
By gaining a better understanding of what teachers do, teachers can be better supported in adaptive teaching to ultimately provide education to all their students, meeting all their educational needs while considering the socio-cultural background of the student or the school's location. This subject concerns all teachers, teacher-educators and educational researchers, not just in the Dutch context but it is internationally relevant to all educational professionals.
Methodology, Methods, Research Instruments or Sources UsedThis research employs a descriptive, qualitative research method (Creswell, 2013). Data were collected through 48 semi-structured interviews with teachers from 10 primary schools in the Haaglanden region. The interviews lasted 30–45 minutes, were conducted digitally via MS Teams or in-person, transcribed verbatim, and thematically analyzed using Atlas.ti.
Conclusions, Expected Outcomes or FindingsResults and Supported Conclusions:
The research provides a more precise understanding of teachers' pedagogical reasoning regarding dealing with differences in the classroom. Preliminary results align with previous research, indicating that teachers reason about dealing with differences from various perspectives, depending on the goals they have in mind, and factors such as the school's educational vision, time, and the availability of materials can influence how teachers shape their instruction. Current efforts are being made to further analyze the ways differences exist in teachers' pedagogical reasoning regarding the school population. This includes a specific research period on how teachers reason about dealing with differences, how they then shape their instruction, the role of the student in this process and how teachers address specific backgrounds of students.
ReferencesCreswell, J. W. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage Publications, Incorporated.
Denessen, E. (2017). Verantwoord omgaan met verschillen: sociaal-culturele achtergronden en differentiatie in het onderwijs. Universiteit Leiden.
Educational Inspectorate. (2023). De Staat van het Onderwijs 2023. [The state of education. Educational year report 2023]. Ministerie van Onderwijs, Cultuur en Wetenschap. Utrecht: Inspectie van het Onderwijs.
Hudson-Glynn, K. (2019). Lessons learnt by student teachers from the use of children’s voice in teaching practice. In J. Wearmouth & A. Goodwyn (Ed.), Student teacher and family voice in educational institutions (pp. 15 - 32). New York: Routledge.
İnan-Kaya, G., & Rubie-Davies, C. M. (2022). Teacher classroom interactions and behaviours: Indications of bias. Learning and Instruction, 78, 101516-.
Jager, L., Denessen, E., Cillessen, A. H., & Meijer, P. C. (2021). Sixty seconds about each student–studying qualitative and quantitative differences in teachers’ knowledge and perceptions of their students. Social Psychology of Education, 24, 1-35.
Keuning, T., Geel, M., & Visscher, A. (2017). Why a Data‐Based Decision‐Making Intervention Works in Some Schools and Not in Others. Learning Disabilities Research and Practice, 32(1), 32–45.
Loibl, K., Leuders, T., & Dörfler, T. (2020). A Framework for Explaining Teachers’ Diagnostic Judgements by Cognitive Modeling (DiaCoM). Teaching and Teacher Education, 91, 103059-.
Loughran, J. (2019). Pedagogical reasoning: the foundation of the professional knowledge of teaching. Teachers and Teaching, Theory and Practice, 25(5), 523–535.
Mockler, N. (2022). Teacher professional learning under audit: Reconfiguring practice in an age of standards. Professional Development in Education, 48(1), 166-180.
Park, V., & Datnow, A. (2017). Ability grouping and differentiated instruction in an era of data-driven decision making. American Journal of Education, 123(2), 000-000.
Payne, C. M. (2008). So much reform, so little change: The persistence of failure in urban schools. Harvard Education Press. 8 Story Street First Floor, Cambridge, MA 02138.
Urhahne, D., & Wijnia, L. (2021). A review on the accuracy of teacher judgments. Educational Research Review, 32, 100374-.
Van Casteren, W., Bendig-Jacobs, J., Wartenbergh-Cras, F., van Essen, M., & Kurver, B. (2017). Differentiëren en differentiatievaardigheden in het primair onderwijs. Nijmegen: ResearchNed, 2004-2006.
Van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School effectiveness and school improvement, 30(1), 51-67.
Vanlommel, K., Van Gasse, R., Vanhoof, J., & Van Petegem, P. (2017). Teachers’ decision-making: Data based or intuition driven? International Journal of Educational Research, 83, 75-83.
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
ComeMINT: TPACK - Pain/Gain Questionnaire to Assess Teachers' Knowledge and Readiness for Digitally Enhanced Biology Teaching
Rebekka Karbstein1, Lea Gussen2, Ricarda Lohrsträter2, Margit Offermann3, Nicol Sperling3, Steffen Schaal1
1University of Education Ludwigsburg, Germany; 2University Cologne, Germany; 3University Bielefeld, Germany
Presenting Author: Karbstein, Rebekka
The overall aim of the ComeMINT research project is to design, implement and evaluate an adaptive, digitized teacher training course, available to pre-service and in-service teachers, to explore the potential of digital incremental scaffolds in biology education.
Teachers are often challenged when faced with individual learning needs, particularly in science education. The complex nature of biology education enhances the demands - particularly when considering the challenge of problem-solving tasks during experimentation (Stiller & Wilde, 2021). It has been shown that the complexity of such problem-solving tasks often leads to student overload (Schmidt-Weigand et al., 2008). These challenges for students are particularly strong in heterogeneous learning groups that include students with different levels of prior knowledge (Kalyuga, 2013). Previous studies argue that students with a lack of prior knowledge of content and methods struggle with problem solving tasks compared to students with a higher level of prior knowledge (Bekel-Kastrup et al., 2020). The perceived complexity of the task and the level of prior knowledge seem to play an important role when considering students' learning progress. These different preconditions are often not considered in lesson planning. One way to consider students' preconditions is to implement (digital) incremental scaffolds. The potential of these scaffolds is often underestimated, although the positive effect of adaptable instructions can be beneficial for low-performing learners (Großmann & Wilde, 2019; Kalyuga, 2013) as well as students with high prior knowledge (Stäudel et al., 2007). Incremental scaffolds mediate between instruction and independent learning by considering students' prior knowledge (Franke-Braun et al., 2008; Hänze et al., 2010; Schmidt-Weigand et al., 2008). Therefore, scaffolding tools can meet different learning needs and reduce students' cognitive load (Arnold et al., 2017). Incremental scaffolds consist of structured prompts and worked examples that allow students to receive as much help as they individually need to solve problems (Schmidt-Weigand et al., 2008). This concept is not only useful for students who need additional help to solve a scientific problem but can also stimulate the learning process for more advanced students by creating a challenging learning situation, especially in biology classes (Großmann & Wilde, 2019). When it comes to reducing barriers and improving inclusion in biology education, digital learning tools might prove helpful (Stinken-Rösner et al., 2021). The integration of digital tools enables access to biology education for students with individual needs and facilitates the integration of assistive tools into biology lessons and experiments (Abels & Stinken-Rösner 2022). Furthermore, the use of incremental scaffolds could support scientific thinking (Arnold et al., 2017) as well as conceptual and procedural knowledge (Stiller & Wilde, 2021).
The underlying research question revolves around the perceived behavioral orientation towards digital and heterogeneous sensitive teaching and the extent to which participation in our training influences the intention to implement the training content into the own lesson planning. A prerequisite for the implementation of digital scaffolding methods in the curriculum of biology teachers is curiosity about new technologies. Therefore, a pilot study will be conducted with pre-service biology teachers to investigate their readiness to integrate digital tools into their future teaching, as well as their prior knowledge of the available tools and their purpose of implementation through a questionnaire. As an intervention, these pre-service teachers will participate in a seminar to learn about inclusive technological applications and to generate their own teaching materials. A change in knowledge about suitable technologies and perceived readiness of conducting digitally enhanced biology lessons will be evaluated through pre- and post-questionnaires.
Methodology, Methods, Research Instruments or Sources UsedThe content and structure of the teacher training will be based on Lipowsky and Rzejak's (2021) guidelines for effective teacher training (Lipowsky & Rzejak, 2021). It will be a fully digital self-study unit implemented on the iMooX platform (https://imoox.at/mooc/). The platform provides OER material and enables the individual creation of openly licensed online courses. The training will consist of a basic module and selectable advanced modules, allowing for a personalized learning experience if desired. The base module provides basic information about incremental scaffolds, such as their theoretical background, their effectiveness for student learning, and their development and use in the classroom. Advanced modules provide examples of the implementation of digital incremental scaffolds in biology education. Opportunities for collaboration and communication will be provided through a chat forum and optional workshop.
The approach of the overall research project is based on intervention studies, building upon the main constructs of the Theory of Planned Behaviour (Ajzen, 1991). Therefore, we aim to examine the effect of the developed teacher training on participants' attitudes, subjective norms, perceived behavioral control and behavioral intentions as indicators of the prospective use of incremental scaffolds in biology education. Based on the potential change in teachers' intention to use digital incremental scaffolds after completing the training, a change in participants' teaching is expected and will be further investigated trough follow-up test or interviews.
The TPACK model, or rather the adapted instrument by Zinn et al. (2022), has proven to be a useful tool for assessing pre-service teachers' digital literacy skills. Extending the test instrument to include the respondent's assessment of beneficial and detrimental factors (Pain/Gain elements) provides deeper insights into the respondent's motives for or against the use of technology. Therefore, in collaboration with Prof. Siegmar Otto (University of Hohenheim), we have developed a new 67-item scale that inquire about such elements. Together with the adapted 12-item TPACK scale (Zinn et al., 2022), this results in a comprehensive test instrument for assessing teachers' knowledge and readiness to use technology in biology lessons. The sample for the validation of this instrument will consist of approximately 25 pre-service teachers who will take part in an intervention seminar accompanied by a pre- and post-test. Targeted variables in the questionnaire will be the participants' technological pedagogical content knowledge, as well as their favorable or impeding factors for technology integration through various reasons.
Conclusions, Expected Outcomes or FindingsThe intervention will take place between April and July 2024, accompanied by a pre- and post-test. As Bachelor students in their final semester are taking part in this seminar, we expect that the students have not yet gained much experience with technology integration in their own lesson planning. The pre-test offers insights into the pre-service teachers' current knowledge and readiness to incorporate digital technologies in their teaching. During the seminar, students explore the question of how digital applications can be used to support learning in heterogeneous learning communities. Each week, they will learn about new applications, thereby improving their prior knowledge and possibly their readiness to use technology in their own lessons. At the end of the seminar, the students present their own teaching concept and reflect on the benefits and disadvantages in the group. This approach serves as a pilot for our research question as to whether engaging with the topic of digital inclusion has a positive impact on knowledge and future teaching practice. We expect that this seminar will provide best practice-examples of digital and heterogeneity-sensitive biology lessons that we can integrate into our teacher training end of the year.
The findings from the Bachelor seminar will be presented through our poster, contributing to the development of our self-study unit for biology-teachers. In addition, we will verify the suitability of the novel test instrument consisting of TPACK and Pain/Gain elements for assessing the level of knowledge and readiness of (pre-service) teachers to use technologies in their own teaching.
ReferencesAbels, S., Stinken-Rösner, L. (2022). „Diklusion“ im naturwissenschaftlichen Unterricht – Aktuelle Positionen und Routenplanung. In: Watts, E.M., Hoffmann, C. (eds) Digitale NAWIgation von Inklusion. Edition Fachdidaktiken. Springer VS, Wiesbaden. https://doi.org/10.1007/978-3-658-37198-2_2
Ajzen, I. (1991). The theory of planned behavior, Organizational Behavior and Human Decision Processes, Volume 50, Issue 2, Pages 179-211, ISSN 0749-5978, https://doi.org/10.1016/0749-5978(91)90020-T.
Arnold, J., Kremer, K., & Mayer, J. (2017). Scaffolding beim Forschenden Lernen. Eine empirische Untersuchung zur Wirksamkeit von Lernunterstützungen. Zeitschrift für Didaktik der Naturwissenschaften, 23, 21–37. https://doi.org/10.1007/s40573-016-005
Bekel-Kastrup, H., Hamers, P., Kleinert, S. I., Haunhorst, D., & Wilde, M. (2020). Schüler*innen werten selbstständig ein Experiment zur Bestimmung der Zellsaftkonzentration (Osmose) aus: Binnendifferenzierung im naturwissenschaftlichen Unterricht durch den Einsatz gestufter Lernhilfen. Die Materialwerkstatt. Zeitschrift für Konzepte Und Arbeitsmaterialien für Lehrer*innenbildung Und Unterricht., 2(1), 9–16. https://doi.org/10.4119/dimawe-3283
Franke-Braun, G., Schmidt-Weigand, F., Stäudel, L., & Wodzinski, R. (2008). Aufgaben mit gestuften Lernhilfen – ein besonderes Aufgabenformat zur kognitiven Aktivierung der Schülerinnen und Schüler und zur Intensivierung der sachbezogenen Kommunikation. In Kasseler Forschungsgruppe (Hrsg.), Lernumgebungen auf dem Prüfstand: Zwischenergebnisse aus den Forschungsprojekten (S. 27–42). Kassel: Kassel University Press
Großmann, N., &Wilde, M. (2019) Experimentation in biology lessons: guided discovery through incremental scaffolds, International Journal of Science Education, 41:6, 759-781, doi: 10.1080/09500693.2019.1579392
iMooX-Homepage (https://imoox.at/mooc/, retrieved 30.01.2024)
Kalyuga, S. (2013). Effects of learner prior knowledge and working memory limitations on multimedia learning. Procedia—Social and Behavioral Sciences, 83, 25–29. https://doi.org/10.1016/j.sbspro. 2013.06.00
Lipowsky, F., & Rzejak, D. (2021). Fortbildungen für Lehrpersonen wirksam gestalten. Ein praxisorientierter und forschungsgestützter Leitfaden. Bertelsmann Stiftung. 10.11586/2020080
Stäudel, L., Franke-Braun, G., &Schmidt-Weigand, F. (2007). Komplexität erhalten - auch in heterogenen Lerngruppen: Aufgaben mit gestuften Lernhilfen. CHEMKON, 14: 115-122.
https://doi.org/10.1002/ckon.200710058
Stiller, C., & Wilde, M. (2021). Einfluss gestufter Lernhilfen als Unterstützungsmaßnahme beim Experimentieren auf den Lernerfolg im Biologieunterricht. Zeitschrift für Erziehungswissenschaft, 24(3), 743–763. 10.1007/s11618-021-01017-4
Stinken-Rösner, Lisa; Weidenhiller, Patrizia; Nerdel, Claudia; Weck, Hannah; Kastaun, Marit; Meier, Monique (2023). Inklusives Experimentieren im naturwissenschaftlichen Unterricht digital unterstützen - InInklusion digital! Chancen und Herausforderungen inklusiver Bildung im Kontext von Digitalisierung. Bad Heilbrunn: Verlag Julius Klinkhardt 2023, S. 152-167 - URN: urn:nbn:de:0111-pedocs-263095 - DOI: 10.25656/01:26309; 10.35468/5990-11
Zinn, B., Brändle, M., Pletz, C. & Schaal, S. (2022). Wie schätzen Lehramtsstudierende ihre digitali-sierungsbezogenen Kompetenzen ein? Eine hochschul- und fächerübergreifende Studie. die hochschullehre, Jahrgang 8/2022. DOI: 10.3278/HSL2211W. Online unter: wbv.de/die-hochschullehre
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
SHARE: Teacher’s Perception about Effectiveness of Action Research Methodology
Kymbat Kozhakhmetova1, Saule Abeldinova2, Zhanna Suleimenova3, Meiramgul Zhakisheva4, Bayan Mukazhanova5
1School-Lyceum No.76, Astana, Kazakhstan; 2UBES School, Astana, Kazakhstan; 3School-Lyceum No.72, Astana, Kazakhstan; 4School-Lyceum No. 59, Astana, Kazakhstan; 5School-Lyceum No. 70, Astana, Kazakhstan
Presenting Author: Suleimenova, Zhanna;
Zhakisheva, Meiramgul
Introduction
The purpose of this small-scale study is to study a perceived effectiveness of Action Research methodology and tools by teachers in the context of the Student Engagement project conducted by the SHARE community schools.
The SHARE (schools hub for action research in education) is a community of 25schools located in Astana, Kazakhstan. The Share community was established in 2019 for collaborative study and implementation of the Action Research methodology to enhance teachers' pedagogical practices in classroom.
In 2023 the Share schools collaboratively conducted “Student engagement” project. This practice-led research was aimed to study student engagement in the classroom and included the following:
- Data collection:
- Students survey
- Videotaping a lesson and then watching it with students and teachers
- Focus groups with cross-discipline teachers on how they engage students
- Focus groups with students attended the videotaped lesson
- Data analysis
- Data transcribing
- Data coding and interpretation
- Action plan
- Action plan collaborating
- Action plan implementing
- Observation and assessment of changes
Leaders of the SHARE community have developed the methodology of the 'Student Engagement' project. Throughout 2023, they supported project participants through in-service trainings and consultations. Additionally, the leaders provided participants with ready-made tools for project implementation, such as:
- survey,
- instruction for conducting the project,
- instructions for video recording and focus groups,
- an example of transcript and interpretation
- etc.
Each participating school independently utilized the knowledge and tools acquired from the leaders in their own school. Therefore, the project management processes and outcomes varied significantly, influenced by a wide range of factors such as:
- teachers' understanding of the Action Research methodology,
- teachers' assimilation and perception of the 'Student Engagement' concepts,
- each school's context and the specific choices of participating teacher-researchers and classes,
- character of collaboration among teachers in a separate school.
The factors influenced the focus and activity of teachers in applying tools. The current study aims to explore teachers' perceptions of the effectiveness of the Action Research methodology and tools, using the 'Student Engagement' project as an example.
The research questions:
- Do teachers consider the Action Research methodology effective for improving classroom practice?
- Based on the results of the Student Engagement project, which Action research tools teachers perceive as most effective and why?
Through an examination of these specific research questions, the research team also plans to better understand the context and factors influencing teachers' perceptions of the effectiveness of the Action Research methodology overall.
Methodology, Methods, Research Instruments or Sources UsedResearch site.
The SHARE community comprises 25 schools in Astana, where dedicated teachers have actively participated in SHARE projects for an extensive period of over three years. The current study is the result of collaborative efforts by a team of educators within the professional research community of schools (#70, #59, #72, #76). The focal point of this collaborative exploration is the realm of Action Research, with a specific focus on evaluating the perceived effectiveness of tools aimed at enhancing classroom practices.
Data collection and sampling.
The study includes two phases:
1. Several survey questions on Action research methodology’s effectiveness as a part of a wider monitoring survey on results of SHARE project. All 25 schools - members of the SHARE community took part in the survey.
2. Interviews with teachers on perception of Action research effectiveness in the context of “Student engagement” project.
By the time of abstract presenting the first stage of the study has been completed (November-December 2023). The survey was conducted among teachers participated in SHARE project. In total, 171 respondents took part in the survey from all 25 SHARE schools.
Semi-structured interviews will be conducted in March – April 2024. Teachers participated in the “Student Engagement” project at different roles will be interviewed. The roles of teachers include the following:
• Teacher conducting lessons during video recording;
• Teacher observing the lesson;
• Teacher recording video of the lesson;
• Teacher conducting interviews;
• Teacher participating in interviews as a participant;
• Teacher participating in surveys or focus groups;
• Teacher leading discussions of video recordings with students;
• Teacher leading discussions of video recordings with the teacher who conducted the lesson;
• Teacher participating in transcription;
• Teacher participating in the analysis and interpretation of results.
In most cases, teachers combined several roles in the project. Therefore, an average of 3-4 teachers from 5 schools are expected to participate in the interview.
Conclusions, Expected Outcomes or FindingsSurvey
The preliminary results of the first stage of the study - the survey covered two main topics:
1. The role of research teachers in the Student Engagement project
2. The implementation of Action research tools.
According to the survey results, action research tools are used by research teachers as follows:
• To analyze the lesson;
• To monitor the lesson;
• To record a video lesson;
• To jointly analyze the lesson;
Overall results showed that a large majority of teachers (90%), confirmed the effectiveness of Action Research tools. 10% of teachers expressed doubts, providing responses such as “ineffective,” “can’t say,” or “did not participate.”
In the process of data analysis, an interesting fact emerged, which showed that the majority of teachers who do not realize the effectiveness of Action Research tools are those who participated in the project as teachers who carried out a joint analysis of video lessons with students.
Among teachers who actively participated in lesson analysis, lesson monitoring, and video lesson analysis, 90% expressed strong support for the effectiveness of action research tools, rating them as “effective” or “very effective”.
Interviews with teachers
In the results of conducting interviews with teachers regarding their perception of Action Research effectiveness in the context of the "Student Engagement" the research team plans to reveal insights about context, factors and overall impact of Action Research tools to the chanages in teacher practices in classroom. Teachers may share their experiences and identify specific Action Research strategies that they consider effective in enhancing student engagement. On the other hand, the interviews may reveal challenges or barriers teachers have encountered while implementing AR methodology in the context of student engagement. The interviews can also help assess the alignment between the goals of the "Student Engagement" project and the perceived effectiveness of AR methodology.
ReferencesAyubayeva, N. & McLaughlin, C. (2023). Developing Teachers as Researchers: Action Research as a School Development Approach, In C. Mclaughlin, L. Winter & N.Yakavets (Ed), Mapping Educational Change in Kazakhstan, Cambridge University Press;
Elliott, J. (1991). Action Research for Educational Change. Buckingham: Open University Press.
McLaughlin, C. and Ayubayeva, N. (2015). ‘It is the research of self-experience’: feeling the value. Action Research. Educational Action Research 23 (1), 51-67.
McLaughlin, Colleen. (2022). Connecting to School and Each Other: Towards a New Paradigm of a School Response to Mental Health. Impact, Issue 14.
Rönnerman, K. (2003). Action research: educational tools and the improvement of practice. Educational Action Research, 11(1), 9-22.
McLaughlin, C. & Ayubayeva, N. The teacher and educational change in Kazakhstan: through a sociocultural lens (2021), In Fielding, N. Ed. Kazakhstan at 30: The Awakening Great Steppe. (pp.175-191)
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
The Experiences and Professional Identity Development of Novice Teachers in the Face of Educational Reality of the 21st Century
Indrė Lebedytė-Mečionienė
Vilnius University, Lithuania
Presenting Author: Lebedytė-Mečionienė, Indrė
The aim of the study is to find out how beginning teachers experience the reality of education and how it changes the teacher's professional identity.
Research objectives:
1. To conceptualise the notions of neoliberalism, new public management, knowledge society, social reproduction and constructivism in the context of novice teachers experiences in the 21st century.
2. To investigate how the concepts described in the theory are manifested in the experiences of beginning teachers and how they affect the teachers' professional identity.
3. To investigate the pedagogical development and beliefs of novice teachers over a period of two years.
4. To determine what factors influence similar choices - to stay working in public educational institutions, to move to the private sector or to leave the teaching profession.
Research on the "reality shock" of beginning teachers (Veenman, 1984, Feiman-Nemser, 2001, Flores and Day, 2006, Tynjälä and Heikkinen, 2011, Morrison, 2013, etc.) proves the uniqueness of a teacher's professional beginning in terms of workload and responsibilities. Since it changes little over time, the novice teacher experiences the culture of the organization (and the field of all the educational system that affects him) quite thoroughly and intensively from the very beginning (it is not for nothing that the concept of "shock" is used).
The "reality shock" of beginning teachers, the change in beliefs, pedagogical attitudes and practice have been extensively studied in the second half of the twentieth century (Lortie, 1975 (2020), Corcoran, 1981, Veenman, 1984, etc.) It was found that the beginning teacher's beliefs are formed while she/he is still a student and these beliefs are usually teacher-oriented, based on behaviouristic ideas, which rely on response reinforcement, punishments, and rewards. Later, in the years of study, the acquired more progressive knowledge and attitudes diminish again when they find themselves in the real reality of education - they return to their pre-study beliefs. Because at the end of 20th century, in pedagogy, a constructivist approach has become very widespread, which claims that learning is an active process of knowledge construction, researchers assume that the experience of modern novice teachers has already changed, so previously conducted research loses its relevance (Voss and Kunter, 2020). However, already in the 21st century, studies conducted abroad still show that in the second and third years of teaching, teachers' beliefs migrate to the side of traditional didactics (Flores and Day, 2006, Hong, 2010, Voss and Kunter, 2020, etc.), but similar empirical studies conducted in Lithuania could not be found.
The theoretical part will aim to delve into the resistance of traditional education to more progressive education methods, its significance for student achievement in Lithuania, in connection with the concepts of poverty pedagogy and critical pedagogy (Tyack and Tobin, 1994, Mayer, 1996, Mayer, 2004, Haberman, 2010, etc.)
A wide range of influences affects teachers’ everyday life: politics, institutional traditions, culture, norms, etc. Teachers' inner beliefs and instructions dictated by reformers often do not match (Lasky, 2005, Ponomarenko, 2022). In the research conducted by the author of this project, the testimonies of the teachers of the "Renkuosi mokyti!" project revealed unacceptable aspects of education for them: prevalence of fabrications (documents do not correspond to reality), chasing results, heavy workload, etc. (Lebedytė-Mečionienė, 2022). With the help of the postmodern direction of thought and its theorists: Lyotard, Foucault, Bourdieu, Baudrillard, Bauman, etc. it will be aimed to further deepen and analyse the processes in education by connecting them with the results of empirical research by foreign and Lithuanian scientists (Ball, Želvys, Vaitekaitis, Duoblienė, Ponomarenko, Tumlovskaja, etc.)
Methodology, Methods, Research Instruments or Sources UsedIn this study, I would like to reveal not only the momentary attitude and subjective experiences of beginning teachers, but also to record a possible deep change over time, therefore it was chosen to conduct a longitudinal qualitative study (Aleknevičienė, Pocienė and Šupa, 2020). Longitudinal research is not unambiguously described, various choices of duration and frequency are possible. However, there are authors who define a minimum duration for change - from 1 to 3 years (Holland, Thompson and Henderson, 2006). In this case, a two-point study is planned: in the first year of pedagogical work and at the beginning of the third year. It is based on studies of beginning teachers, which show that in the third year of teaching, emotional tension decreases and pedagogical beliefs are established (Goddard and Goddard, 2006, Voss and Kunter, 2020, etc.) It is planned to apply a narrative research strategy, from the point of view of which human experience is always narrated and it is through the narration that to the experience is given meaning (Moen, 2006). Narratives are inseparable from the social and cultural context; they represent a collective experience because the cultural, historical and institutional environment has shaped them (ibid.).
It is planned to use an unstructured or semi-structured in-depth interview as a data collection method. Interviews are conducted in the first and third year of teaching. It is likely that some teachers may have given up the teaching profession.
Data analysis. Interview recordings will be transcribed with intonation and other peculiarities. Later, the textual data will be reduced: coded, divided into topics, connections between topics will be searched - with the help of the NVIVO qualitative data analysis program. Finally, the structured data will be linked to the theoretical part and presented in the results.
Quality assurance. It will be based on the main quality criteria of qualitative and narrative research: authenticity, reliability, critical reflexivity, etc. - in an attempt to secure them (Braun and Clarke, 2006, Andrews, 2021).
Conclusions, Expected Outcomes or FindingsNeoliberalism, new public management, and life in the knowledge society greatly affect the daily experiences of novice teachers. A new focus may be established, possibly directed towards these factors as catalysts for development. The transition in the teaching profession from resistance to adaptation, along with the distinctive features of the new generation, may also be recorded.
ReferencesAndrews, M. (2021). Quality indicators in narrative research. Qualitative Research in Psychology, 18(3), 353-368, https://doi.org/10.1080/14780887.2020.1769241
Ball, S. J. (2003). The teacher's soul and the terrors of performativity. Journal of education policy, 18(2), 215-228. https://doi.org/10.1080/0268093022000043065
Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa
Feiman-Nemser, S. (2001). From preparation to practice: Designing a continuum to strengthen and sustain teaching. Teachers College Record, 103(6), 1013-1055. https://doi.org/10.1111/0161- 4681.00141
Flores, M. A., Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and teacher education, 22(2), 219-232. https://doi.org/10.1016/j.tate.2005.09.002
Goddard, R., Goddard, M. (2006). Beginning teacher burnout in Queensland schools: Associations with serious intentions to leave. The Australian educational researcher, 33(2), 61-75.
Haberman, M. (2010). The Pedagogy of Poverty versus Good Teaching. Phi Delta Kappan, 92(2), 81–87. https://doi.org/10.1177/003172171009200223
Holland, J., Thomson, R., Henderson, S. (2006). Qualitative longitudinal research: A discussion paper. London: London South Bank University.
Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and teacher Education, 26(8), 1530-1543.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and teacher education, 21(8), 899-916. https://doi.org/10.1016/j.tate.2005.06.003
Lebedytė-Mečionienė, I. (2022). Pradedančiųjų mokytojų susidūrimas su ugdymo realybe: programos „Renkuosi mokyti!“ atvejis. Acta Paedagogica Vilnensia, 49, 56-68. https://doi.org/10.15388/ActPaed.2022.49.4
Lortie, D. C. (2020). Schoolteacher: A sociological study. University of Chicago press.
Mayer, R. E. (2004). Should There Be a Three-Strikes Rule Against Pure Discovery Learning? American Psychologist, 59(1), 14–19. https://doi.org/10.1037/0003-066X.59.1.14
Moen, T. (2006). Reflections on the Narrative Research Approach. International Journal of Qualitative Methods, 5(4), 56-69. https://doi.org/10.1177/160940690600500405
Morrison, C. M. (2013). Teacher Identity in the Early Career Phase: Trajectories that Explain and Influence Development. Australian Journal of Teacher Education, 38(4), 91-107. http://dx.doi.org/10.14221/ajte.2013v38n4.5
Tyack, D. ir Tobin, W. (1994). The "Grammar" of Schooling: Why Has It Been So Hard to Change? American Educational Research Journal, 31(3), 453-479. https://doi.org/10.2307/1163222
Tynjälä, P., Heikkinen, H. L. T. (2011). Beginning teachers’ transition from pre-service education to working life. Zeitschrift für Erziehungswissenschaft, 14(11), 33. https://doi.org/10.1007/s11618-011-0175-6
Voss, T., Kunter, M. (2020). “Reality Shock” of Beginning Teachers? Changes in Teacher Candidates’ Emotional Exhaustion and Constructivist-Oriented Beliefs. Journal of Teacher Education, 71(3), 292–306. https://doi.org/10.1177/0022487119839700
Veenman, S. (1984). Perceived Problems of Beginning Teachers. Review of Educational Research, 54(2), 143-178. https://doi.org/10.3102/00346543054002143
99. Emerging Researchers' Group (for presentation at Emerging Researchers' Conference)
Poster
Research Skills and Dispositions in Teacher Education Through Service-Learning
Julia Raberger1, Konstantinos Gkaravelas2, Elena Stamouli3, Carla Quesada Pallarès4, Ulrich Hobusch5, Dominik E. Froehlich1
1University of Vienna, Austria; 2University of Ioannina, Greece; 3University of Regensburg, Germany; 4Autonomous University of Barcelona, Spain; 5University College for Agricultural and Environmentral Education, Austria
Presenting Author: Raberger, Julia
Previously, extensive research has delved into service-learning and related methods, offering students the opportunity to not only grasp subject matter but also develop methodological and social skills through real-world interaction (Salam et al., 2019). In this poster presentation, we aim to examine service learning more closely. Specifically, we have crafted a service-learning experience, structured as a one-semester university course, for teacher education students with the objective of bolstering research skills and dispositions.
At the beginning of the course, in-service teachers share real classroom challenges with pre-service students. These challenges may vary from developing more effective and less time-consuming marking procedures (Froehlich et al., 2021) to experimenting with game designs to enhance OneHealth education (Hobusch et al., 2024). Throughout the semester, students work in groups, alongside the teacher, volunteering subject-matter experts, and the course facilitator, to develop research-based solutions to the challenges presented. At the end of the semester, the research projects culminate in the presentation of solutions to in-service teachers, providing them with a valuable service.
A student-centred, active and experimental teaching approach is recognized as effective in the development of research methods (Nind & Katramadou, 2023). And as social interactions are considered crucial to human learning (Eraut, 2007), our aim is to explore the effectiveness of service-learning in developing research skills and dispositions, and to identify the most significant learning interactions for students in this process.
When discussing learning interactions, the focus is on the interactions between students, in-service teachers and experts, including course facilitators. Additionally, content interactions are also considered, as students are exposed to the school challenges presented by the in-service teachers and supported by learning materials at each stage of the research cycle.
To achieve this goal, we have established an international longitudinal mixed-methods study, utilizing students’ reflections and questionnaire responses from various countries.
Methodology, Methods, Research Instruments or Sources UsedData is collected at the beginning, various points during, and at the end of the one-semester period to examine the research question objectively and comprehensively.
1. General Efficacy Measurement:
To analyse the effects of learning interactions in more detail, we must first examine whether research skills and dispositions have increased overall. A modified questionnaire based on the Perceived Research Competence (PR-Comp) (Marrs et al., 2022) and the Teacher Educators’ Researcherly Disposition (TERDS) Scale (Tack & Vanderlinde, 2016) will be used as a pre- and post-assessment to determine changes in research skills and dispositions of pre-service teachers. Additionally, a control group comprising students from another university research methods course will also be used to ensure a robust comparison.
2. Initial Learning Interaction:
The student research projects begin with an interaction between the students and the presented challenges. A qualitative analysis will be conducted, which involves discussing with the students the possible causes of the challenges and their readiness to tackle them. This is accompanied by a quantitative analysis, where each challenge is evaluated based on different parameters, such as frequency (students’ perception of how often the problem arises in the classroom) or urgency (the requirement for an immediate solution).
3. Ongoing Interactions:
It is believed that learners benefit from active engagement fostered by learning interactions with in-service teachers, peers, course facilitators and experts. To analyse this informal learning, we use a modified questionnaire based on the Proactive Social Informal Learning (PSIL) Scale (Crans et al., 2023) at multiple points throughout the semester. This is complemented by qualitative reflection questions.
4. Change of Perspective: Analysing Teachers’ Experiences of Learning Interactions with Students and the Service Received
Not only is the perspective of students of interest, but also the experiences and learning outcomes of teachers require analysis. An interview study with teachers is planned to assess and evaluate their skill development as well as whether the project has changed their teaching methods and whether they recognized the value of research-based practices.
Conclusions, Expected Outcomes or FindingsAs this service-learning experience takes place in an international setting, we will analyse its impact in Austria, Spain, Greece and Germany. This approach will provide a diverse and rich dataset that reflects the different educational environments and practices. Singular data points from other countries, such as Indonesia, will help to make further conclusions about generalizability.
The presented findings on our poster will shed light on beneficial learning behaviours, optimal enhancement of research skills and disposition, and cultivating a researcher mindset in students and future educators.
ReferencesCrans, S., Froehlich, D., Segers, M., & Beausaert, S. (2023). Measuring learning from others: The development and validation of the Proactive Social Informal Learning Questionnaire. International Journal of Training and Development, 27(3–4), 461–479. https://doi.org/10.1111/ijtd.12310
Eraut, M. (2007). Learning from Other People in the Workplace. Oxford Review of Education, 33(4), 403–422.
Froehlich, D. E., Hobusch, U., & Moeslinger, K. (2021). Research Methods in Teacher Education: Meaningful Engagement Through Service-Learning. Frontiers in Education, 6, 680404. https://doi.org/10.3389/feduc.2021.680404
Hobusch, U., Scheuch, M., Heuckmann, B., Hodžić, A., Hobusch, G. M., Rammel, C.,
Pfeffer, A., Lengauer, V., & Froehlich, D. E. (2024). One Health Education Nexus:
Enhancing Synergy Among Science-, School-, and Teacher Education Beyond Academic
Silos. Frontiers in Public Health, 11, 1337748.https://doi.org/10.3389/fpubh.2023.1337748
Marrs, S. A., Quesada-Pallarès, C., Nicolai, K. D., Severson-Irby, E. A., & Martínez-Fernández, J. R. (2022). Measuring Perceived Research Competence of Junior Researchers. Frontiers in Psychology, 13, 834843. https://doi.org/10.3389/fpsyg.2022.834843
Nind, M., & Katramadou, A. (2023). Lessons for teaching social science research methods in higher education: Synthesis of the literature 2014-2020. British Journal of Educational Studies, 71(3), 241–266. https://doi.org/10.1080/00071005.2022.2092066
Salam, M., Awang Iskandar, D. N., Ibrahim, D. H. A., & Farooq, M. S. (2019). Service learning in higher education: A systematic literature review. Asia Pacific Education Review, 20(4), 573–593. https://doi.org/10.1007/s12564-019-09580-6
Tack, H., & Vanderlinde, R. (2016). Measuring Teacher Educators’ Researcherly Disposition: Item Development and Scale Construction. Vocations and Learning, 9(1), 43–62. https://doi.org/10.1007/s12186-016-9148-5
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