Learning paths of teachers, studying: intention, activities and outcomes to understand teacher learning at the workplace

Dannenberg, S.E.C. (2015) Learning paths of teachers, studying: intention, activities and outcomes to understand teacher learning at the workplace.

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Abstract:It is widely assumed that when teachers develop their knowledge, beliefs and attitudes, their daily practice will improve and student performance will increase. Workplace learning is considered to be a powerful way of learning for teachers. Currently, many initiatives exist to enhance workplace learning of teachers. However most of them lack scientific foundation and many focus on single elements of learning rather than considering learning as an integrated set of elements, a learning path. To meet the full potential of the benefits of workplace learning of teachers it is crucial to explore this concept in further detail. To do so this study focusses on learning paths of teachers in secondary schools. This study aimed to explore learning paths consisting of longer chains of learning activities, their interrelatedness and the connection between intention, activities and learning outcomes. These insights can help human resource departments in education to create an effective learning environment for teachers. In order to guide this study a main research question was defined: What is the nature of secondary school teachers’ learning paths? This exploratory study took place at secondary school CSG het Noordik and collected data through logbooks. A mixed method approach was used, consisting of qualitative (open questions) and quantitative (multiple choice questions) methods. A group of 181 respondents delivered 601 logbooks. Results show a number of dominant learning paths. A frequently occurring path with a single learning activity is ‘unplanned – social learning – collaboration’. Frequently occurring path with two learning activities is ‘unplanned – social learning – social learning – personal development’. Other findings are; the intention to learn is mostly unplanned, learning paths consist primarily of one learning activity, social learning appears to be a highly frequent activity and learning often occurs in cooperation with colleagues outside the ‘native’ team the teacher is part of. To integrate workplace learning in education systematically, further study could be useful to explore the cyclic character of learning paths.
Item Type:Essay (Master)
Clients:
C.S.G. Het Noordik, The Netherlands
Faculty:BMS: Behavioural, Management and Social Sciences
Subject:81 education, teaching
Programme:Educational Science and Technology MSc (60023)
Link to this item:http://purl.utwente.nl/essays/68801
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