'Understanding teachers as learning professionals: research perspective.' (National Education Conference, 28 May 2009)

GTC Scotland Conference 2009

Workshop: Understanding teachers as learning

professionals: research perspectives

AERS Learners, Learning and Teaching Network Project 2 Team

University of Strathclyde, University of Aberdeen, University of Glasgow and University of Edinburgh.

Outline Conceptual Framework (Triple lens) Research questions and methodology Snapshots from survey 1. Quantitative data

Teachers’ experiences of CPD and professional learning opportunities

Teachers’ views and attitudes to CPD and professional learning

2. Qualitative data Teachers’ needs as Learners Teacher learning- pupil gains? Triple lens framework themes emerging

Conclusions?

Summary of Triple Lens Framework

Framework (Lens)

Terms of categorisation

What is being categorised?

1. Aspects of professional learning

Domains:Personal/ social/ occupational

Domain of influence of professional learning

2. Analytical framework for CPD

Continuum:Transmission/ transitional/ transformation

Capacity for professional autonomy and transformative practice supported by the learning

3. Quadrants of teacher learning

Dimensions:Formal/informalPlanned/incidental

Sphere of action in which the learning takes place

Lens 3 – Sphere of action(Fraser et al., 2007)

PLANNED INCIDENTAL

INFORMAL

FORMAL

Chartered teacher module classesEducation Authority coursesIn-school coursesSchool development meetingsAction Research Projects

Joint forward planning

Web-based networks

Sharing professional experiences at assessment moderation meetings

Incidental conversations at teacher network meetings

Staffroom ‘chat’

‘Corridor culture’

Photocopier conversations

Teachers as Learners Research questions

How is teachers’ professional learning understood in Scotland?

How is professional learning for teachers realised in Scotland?

How do teachers currently advance/address their own professional development/learning?

To what extent are schools ‘professional learning communities’?

To what extent are teachers’ professional needs and aspirations currently realised?

Survey Methodology Online questionnaire (‘Snap’ software) currently

underway Three sections

1. background details: sector, promoted, etc 2. professional learning undertaken in last 12 months:

types, how beneficial?, any barriers? 3. attitudes/views on professional learning: school as

learning community; collaborative approaches; teacher professionalism (inc. statements derived from interviews)

Distributed electronically through four Scottish local authorities 1 urban; 1 mixed; and 2 rural (1 small, 1 large) Target population of serving teachers c. 10,000 Entry into prize draw incentive for participating

Some ‘taster’ findings N=1200 Quantitative data: frequencies of response

to closed items Qualitative data: comments from text

boxes

Teacher Survey: quantitative data

Responses from four local authorities (N=1144 teachers)

Analysis by Eleni Karagiannidou and Donald Christie

SampleType of school No. of responses Percentage of

samplePre-school/Primary

489 42.7

Secondary 571 59.9

Special 44 3.8

Other 40 3.5

Sample characteristicsN=1144

Promoted – 29% Unpromoted – 71%

Female – 77% Male – 23%

Award bearing course since qualifying? Yes: 567(49.6%); No: 575(50.3%); D.n.a.: 2(0.2%)

Engagement in different forms of CPD

18

28.9

35.6

10.86.7

28.8

42.4

25.3

30.5

18.913.8

38.8

20.4

8.2

0

5

10

15

20

25

30

35

40

45

Perc

enta

ge

External Event School Based Event School/Cluster workingparty

Type of CPD activity

Frequency (%) of participation in CPD activities in the past 12months

6 days or more Up to 5 days Up to 2 days Up to half a day Never

Engagement in different forms of CPD

Type of CPD (%)

Frequent Occasional One-off Never N/A

Team teaching/collaboration

43 40 7 9 1

Peer observation

21 42 13 22 3Mentoring as mentor

16 14 5 59 7Mentoring as mentee

10 7 4 69 10Informal discussion/ support

82 16 1 1 0

Individual activity

80 19 1 1 0

Different forms of CPD:How beneficial? Type of CPD

Highlybeneficia

lBeneficial

Oflimitedbenefit

Not at all beneficia

l

Not/applicable

External evente.g. conference, l.a. in-service

36 44 11 1 8

School-based event or in-service session

27 51 18 2 1

School/cluster working party or development gp.

29 42 13 3 13

Percentage frequency (N=1144)

Different forms of CPD:How beneficial?Type of CPD

Highlybeneficia

lBeneficial

Oflimitedbenefit

Not at all beneficia

l

Not/applicable

Peer observation 36 30 7 1 26

Mentoring (as mentor)

15 15 3 2 65

Mentoring (as mentee)

13 6 2 3 76

Percentage frequency (N=1144)

Different forms of CPD:How beneficial?Type of CPD

Highlybeneficia

lBeneficial

Oflimitedbenefit

Not at all beneficia

l

Not/applicable

Team teaching/collabor-ative working

51 32 5 0 12

Support from/ informal discussion with colleagues

77 19 1 0 4

Individual activity 63 31 2 0 4

Percentage frequency (N=1144)

Views about professional learning Experimenting with new learning and

teaching strategies can help me develop my practice

Strongly agree/agree: 96%

Professional learning is not just about knowing what to do, but also why I'm doing it

Strongly agree/agree: 93%

Professional learning is mostly about learning in the workplace during collaboration with colleagues

Strongly agree/agree: 58%

Views about professional learning If I have a problem with my teaching I

usually turn to colleagues for helpStrongly agree/agree: 89%

I feel that it is the individual's responsibility to undertake professional learning

Strongly agree/agree: 79% The responsibility for my professional

learning should lie with the management of my school

Strongly agree/agree: 13% I feel I need more time to spend on

professional learning activitiesStrongly agree/agree: 73%

Teacher Survey: qualitative data Responses from two local authorities

(N=198 teachers)

Interim analysis by Lesley Reid & Chris Fraser

Open-ended Survey Questions

Give examples of ways in which you have benefited from these activities

Give examples of ways in which any of these activities were not effective

Is there anything else that you would like to tell us about your professional learning?

Teachers’ needs as Learners.. too many courses which are powerpoint and not enough

discussion or practical examples…

The problem is that they are never practical, only lectures which hardly practises what they are preaching about active learning!

When would you ever talk to a class for over an hour and expect them to listen and learn? NEVER! Why can these days not be more interactive and involve more activity based exercises?

How many boring CPDs, HGIOS rubbish can any one person sit through?….and this Curriculum for Excellence mince…!

Teachers’ needs as Learners (contd.) Personal reading is

particularly helpful

Being part of AifLworking group enabled interaction with latest research and stimulated practice.

Feedback from colleagues

Co-operatiive learning course

Peer collaboration Moderation External courses Chartered teacher

programme Network meetings Discussion with colleagues Mentor support

Teacher learning – pupil gains? It encourages you to try .. And to go and find new

ideas , then assess their effectiveness Some of the training I have been on, I have put

into action straightaway Discussing behaviour strategies with colleagues

to understand better how to deal with pupils Invaluable for sharing good ideas, reassuring

each other about our teaching, evolving new activities for use within the department

Has made me change my practice to the benefit of pupils

TRIPLE LENS FRAMEWORK 1. Domains of Influence

personal/social/occupational

“From my own reading and research I have been able to find new ideas for working with children in my class which are sometimes more successful than things I have done n the past. Informal discussions with peers always produce constructive ideas for dealing with problem children or introducing interesting materials.”

2. Sphere of Action Collocation Cooperation Collaboration

Serendipity

Discussion reminds me of methods that I had forgotten or or encourages me to try new things.

3. Capacity for professional autonomy

Contextualised learning Broad professional landscape Acquisition of knowledge, skill stressed

rather than understanding

Triple Lens Framework

Bell and Gilbert Reid’s Quadrants Kennedy’s Continuum

Feeling valued and supported Many respondents refer to increased confidence… Feeling supported and being able to support each

other ‘especially when SMT are negligent with praise’

Being a valued member of the school/belonging. A sense of ownership, a feeling of not being alone

and having a safe place to discuss problems also seemed important.

Do these indicate feeling in control in a system that is largely controlled by others?

Some interim conclusions from survey Teachers do not construe their professional

learning only in terms of delivered courses Teachers particularly value the informal support

from, and professional dialogue with, colleagues Teachers value collaborative working in small

groups located in their own school context (but this was more strongly evidenced in individual comments than in quantitative data)

Teachers see professional learning as their own (and not management’s) responsibility, but they feel that more time should be allowed for their professional learning

Occasionally CPD can serve as a source of inspiration and motivation, e.g. ‘Rekindled some enthusiasm for job which has flickered recently....

Task: sort examples on sheet into the four quadrants of teacher learning

formal

informal

planned incidental

1 2

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