continuing education of librarians
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Continuing Education of Librarians. How to achieve continuing education of individuals through self-determined motivation? Prof. Dr. Tina Seidel Teaching and Learning Research TUM School of Education. Tina Seidel. Content. - PowerPoint PPT PresentationTRANSCRIPT
Technische Universität München
Continuing Education of Librarians
How to achieve continuing education of individuals
through self-determined motivation?
Prof. Dr. Tina Seidel
Teaching and Learning Research
TUM School of Education
Technische Universität München
Tina Seidel Education University of Kiel: Dr. phil., Educational Psychology 2002University of Regensburg: Master (Diploma) Psychology 1998
Research Interests Video-based Analysis of Teaching and Learning ProcessesTeacher Competency Development Educational Conditions of Teacher Professional Development
Professional Experience2010 - now Friedl Schöller-Endowed Chair for Teaching and Learning Research, TUM2007 – 2009 Professor of Educational Psychology (Chair, University of Jena, Germany)2005-2006 Stanford University, School of Education, Visiting Professor; USA2002 - 2006 Assistant Professor, Leibniz-Institute for Science Education, Kiel, Germany
Selected Services•Member of the OECD Joint Committee on a Long-Term Strategy to Study Teaching and Learning, 2005.•Invited Expert at the Meeting of the PISA 2006 Questionnaire Expert Group, 2005.•Member of German Rector´s Conference Research Commission, since 2009.•Spokesperson of the Faculty Graduate Center of the TUM School of Education, since 2010
Selected Research Grants PI of DFG-Project “Learning from Classroom Videotapes”, 2004-2006.PI of Jacobs Foundation Project “Teaching Adaptivity”, 2005-2007.PI of Project “Learning to Teach in Higher Education”, 2007-2010.PI of DFG-Project “Observe: Structure and Development of Professional Vision”, 2008-2011.Co-PI of EU-Project “S-TEAM: Science Teaching Advanced Methods” (PI: Prof. Geir Karlsen, Norwegian University of Science and Technology, Trondheim, Norway), 2009-2012.
Technische Universität München
Content
• Why continuing education from the viewpoint of teaching and learning research?
• What is the basis for individuals to engage in continuing education?
• What do we know about supportive conditions in the working (and learning) environments?
• How does this knowledge apply to effective forms of professional development?
Technische Universität München
Content
• Why continuing education from the viewpoint of teaching and learning research?
• What is the basis for individuals to engage in continuing education?
• What do we know from research about supportive conditions in the working (and learning) environments?
• How does this knowledge apply to effective forms of professional development?
Technische Universität München
5
„Was Hänschen nicht lernt, lernt Hans nimmermehr“
„You can‘t teach an old dog new tricks“
Learning does not stop after
graduating from school
Technische Universität München
Lifelong Learning
• Rapidness of economic-technical changes
• Rapid increase of knowledge transmitted in various formats and media
• Unpredictable risks in good and labor markets
• Increasing insecurity in (professional) perspectives of individual biographies
Forum Bildung, 2001
New demands for societal
organization of learning processes in adult life and for individual learning
behavior
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Organization of Learning Processes
Organization of Professional Development is changing from supply-
orientation to demand-orientation, and from institutional to process-related
formats
In lifelong learning informal learning processes are of relevance -> relation
to theoretical concepts and empirical knowledge about informal learning
Positive consequences: lifelong opportunities for personal development,
self-determination and self-organization
Negative consequences: danger of exclusion of persons with low cognitive
and motivational pre-conditions required for complex demands of lifelong
learning
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Situation in Germany
• Participation in professional development is comparably low in Germany; particularly for persons with low qualifications
• Governmental objectives for 2015– Increase from 43 to 50% of participation in formal professional
develoment (courses, workshops)– At least 40% of low qualified persons should be active
(currently 28%)– Participation in all learning formats (including informal learning)
should increase from 72% to 80%
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And Librarians …
• Professional group in the heart of these changes– Rapid developments of knowledge– Technological developments of knowledge transmission and
storage– Changing learning behaviors of „customers“, e.g. with regard to
a demand orientation– Staff composition with varying professional backgrounds and
pre-conditions for lifelong learning
Technische Universität München
Content
• Why continuing education from the viewpoint of teaching and learning research?
• What is the basis for individuals to engage in continuing education?
• What do we know from research about supportive conditions in the working (and learning) environments?
• How does this knowledge apply to effective forms of professional development?
Technische Universität München
Pre-conditions for Lifelong Learning
• Lifelong Learning needs to be an integral part of an individuals competence profile
• The development of this competence has to start early in childhood (components of self-regulation and self-determined learning)
• „Engine“ for the development lies in – learning motivation – interest
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12
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Two different points of view…
13
Explorative, self-regulated interaction with learning objects
Receptive, externally regulated interaction with learning objects
Intrinsic Extrinsic
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Some findings from research
• Individuals receiving extrinsic rewards while they are intrinsically engaged in learning activities -> diminishes instrinsic motivation and increases extrinsic motivation
• Intrinsic motivation systematically related to quality of work life, education, well-being and health behavior, sport and exercise, and sustaining our planet.
• Dichotomy between extrinsic and intrinsic motivation is too simple … more differentiation required
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amotivated
Stimulation by content and activities
Self-determination
Qualities of learning motivation
State of non-directed learning motivation
(indifference to apathy)
low high
high
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amotivated
Stimulation by content and activities
Self-determination
Qualities of learning motivation
low high
high
external
Learning in order to receive rewards
or avoiding punishment
Technische Universität München
amotivated
Stimulation by content and activities
Self-determination
Qualities of learning motivation
low high
high
external
introjected
External affirmative systeminternalized; learning
without external force, but with internal force
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amotivated
Stimulation by content and activities
Self-determination
Qualities of learning motivation
low high
high
external
introjected
identified
To engage in content and activities
not particularly simulating. Important to achieve
individual goals
Technische Universität München
amotivated
Stimulation by content and activities
Self-determination
Qualities of learning motivation
low high
high
external
introjected
identified
intrinsic
Motivated learning independent of external affirmation;
self-determined through stimulation by activity
Technische Universität München
amotivated
Stimulation by content and activities
Self-determination
Qualities of learning motivation
low high
high
external
introjected
identified
intrinsic
interested
To engage in learning because of intrinsic stimulation
and experienced personal relevance
Technische Universität München
amotivated
Stimulation by content and activities
Self-determination
Qualities of learning motivation
low high
high
external
introjected
identified
intrinsic
interested
Self-determined learning motivation
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Effect of self-dermined learning motivation
• Positive emotions• Cognitive engagement and deep level of
understanding• Development of interest and work-related
decisions• Development of self and identity
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Situation 1
Personal interest
Through actual “person-object-relationships”
Situation 1Situation 1Situation 1Situation 1Situation 1Situation 1Situation 1Situation 1Situation 1Situation 1...n
…develops…
...and specific experiences...
From situational motivation to personal interest
Technische Universität München
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Technische Universität München
Content
• Why continuing education from the viewpoint of teaching and learning research?
• What is the basis for individuals to engage in continuing education?
• What do we know from research about supportive conditions in the working (and learning) environments?
• How does this knowledge apply to effective forms of professional development?
Technische Universität München
Conditions
Experience of confidence
Content-related and constructive feedback
Support Mistake culture
Choice of activities Mental challenge Scopes / Leeways Self-directed
exploration, planning, evaluation Acceptance
Colleagueship Cooperation /
Collaboration Integration in expert
groups Positive atmosphere
Related to pre-conditions of learners
Comprehensible Clarity of goals and
procedures Support of transfer
Problem-oriented Related to
applications Authentic examples Holistic view Action oriented
Observable engagement
Emotional involvement
Accepting stimulation of learning objects
sparkling
Correlations between quality of learning motivation and perceived conditions at workplace (N=866) all p .01 (Prenzel et al. 2002)
Conditions and learning motivation
Rele-vance
Interest leader
Social related-
ness
Compe-tence
Auto-nomy
Structure
Amotivated -.13 -.23 -.36 -.28 -.35 -.14
External -.10 -.21 -.37 -.27 -.35 -.11
Introjected .14 .21 .34 .24 .26 .13
Identified .34 .37 .46 .43 .41 .33
Intrinsic .37 .55 .60 .60 .61 .41
Interested .39 .53 .53 .57 .58 .41
Technische Universität München
Content
• Why continuing education from the viewpoint of teaching and learning research?
• What is the basis for individuals to engage in continuing education?
• What do we know from research about supportive conditions in the working (and learning) environments?
• How does this knowledge apply to effective forms of professional development?
Technische Universität München
Professionelles Learning?
Diverse professional
groups!
e.g. Teaching• Pre-School• School• Higher Education• Universities• …
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Principles of effective professional development
Content
Long-Term
Active Learning
Cooperative Learning
Coherent programs
So far:limited reference to actual workplace one-day workshops low active engagementsingle persons from one workplace participating single topics
Supporting Tools and Structures
Tools Structures and concepts
• Vignette• Portfolio• Certificate• Video• Learning diaries• Modules• Themes• ...
• Centres• Academies• Coordinators• Facilitators• Networks• Demand-orientation• Problem-orientation• Long-term programs• ...
Supporting Tools and Structures
Tools Structures and concepts
• Vignette• Portfolio• Certificate• Video• Learning diaries• Modules• Themes• ...
• Centres• Academies• Coordinators• Facilitators• Networks• Demand-orientation• Problem-orientation• Long-term programs• ...
Technische Universität München
Teacher Professional Development in Science Education across Europe• EU-Projects „Mind the Gap“ and „S-TEAM“• Expert interviews targeting existing structures and
visions for future teacher professional development• In 15 European Partner Countries• Goal
– Identification of supportive conditions for professional development
– Exploration of potentials for transfer of national professional development tools and concepts across Europe
Supporting Tools and Structures
Tools Structures and concepts
• Vignette• Portfolio• Certificate• Video• Learning diaries• Modules• Themes• ...
• Centres• Academies• Coordinators• Facilitators• Networks• Demand-orientation• Problem-orientation• Long-term programs• ...
Technische Universität München
Video-Based Teacher Professional Learning
• Problem-Solving-Cycle– Borko et al., 2005
• Video-Clubs– Sherin & Han, 2004; Van Es & Sherin, 2002
• Video-Reflexion– Krammer, Reusser, Klieme, et al., 2006
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The „problem-solving cycle“
36
(Borko et al., 2008, p. 422)
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Results
• Development of a shared professional language• Changing perspectives: towards „customers“‘
thinking and learning• Integration of theoretical concepts and real
observations of practice• Development of positive and realistic attitudes
and interest towards lifelong learning
Technische Universität München
Content
• Why continuing education from the viewpoint of teaching and learning research?
• What is the basis for individuals to engage in continuing education?
• What do we know from research about supportive conditions in the working (and learning) environments?
• How does this knowledge apply to effective forms of professional development?