Getting Deeper - Research Studies and Active Learning for Student Teachers Competences

Transkriptio

1 Getting Deeper - Research Studies and Active Learning for Student Teachers Competences A paper to be presented at 16 th Biennial EARLI conference, at Limassol, Cyprus, August 25-29, 2015 Anne Nevgi and Hannele Niemi University of Helsinki Faculty of Behavioral Sciences / Anne Nevgi & Hannele Niemi/ Getting deeper 07/01/16 1

2 The aim of the study How student teachers benefit from authentic researcher experiences as part of their pre-service education? 07/01/16 2

3 Theoretical framework teachers as researchers Concept Teachers as researchers has long roots in US teacher education history (Henson, 1996) In s, Teachers as researchers movement was highlighted in discussions (Elliott, 1990; A. Hargreaves, 1996; D. Hargreaves, 1996; Tabachnik & Zeichner, 1991) Most studies of teachers as researcher are focused on in-service and teachers continuing professional development (CPD) Compared to other countries, Finnish TE makes an exception as 1/5 of 5-year TE is dedicated to research studies (Jakku-Sihvonen & Niemi, 2006) 07/01/16 3

4 Theoretical framework teachers as active knowledge creators Capacity for research creates a basis for reflective practice (Henderson, 2012) Cultured teachers, being curious, working on groups, having project-based thinking (Rinaldi, 2005) Teachers as professionals with right to teach as they like and not as working craft that follows the curriculum (Darling-Hammond, 2010; Hargreaves, 1994; 2000; Oser 1994; Schön 1991; Tabachnik & Zeichner, 1991) 07/01/16 4

5 Finnish Teacher Education Major studies (including research studies, bachelor and master theses) (approximately 30 %) Pedagogical studies (approximately 20 %) Minor studies (approximately 20 %) Additional minor studies (approximately %) Communication and ICT studies (approximately10-12 %) Progress in own phase. In research studies emphasis is on student teacher s authentic research experience, learning to formulate problem, do empirical research, critical thinking, evaluating knowledge 07/01/16 5

6 Research questions What kind of experiences students teachers have on research studies? How student teacher groups differ in their experiences? How research studies and active learning are related with teacher s professional competences? How do research studies and experiences in active learning predict achievement in professional competences? 07/01/16 6

7 Data gathering and subjects Student teachers (n = 287) from two Finnish universities replied to electronic questionnaire during spring term 2010 University A = 101; B = 186 Sex Males = 47; Females = 240 Program Primary School ST = 156; Secondary School ST = 131 Age <25 years = 124; years = 131; years = 27; years = 8 07/01/16 7

8 Data gathering instruments and Professional Competences Instrument (Niemi, 2012) Research Studies Instrument (Niemi, 2012) Active Learning Experiences Instrument (Niemi, 2012) Open end questions focusing on student teacher s experiences on research studies and active learning experiences. 07/01/16 8

9 Professional Competences Instrument (Niemi, 2012) 40 items based on 21 st century skills of teaching profession and seeing teaching from a broad view, consisting of teacher s roles in a school and in a society Student teachers were asked to assess how TE had readied them for teacher s profession by using the scale: 1 = very weakly 5 = very well Five dimensions were identified (EFL): Designing Own Instruction (alpha =.76) Teachers Cooperation with Others (alpha =.81) Ethical Commitments in Teaching Profession (alpha =.86) Diversity of Pupils and Preparing Them for Future (alpha =. 86) Teachers Own Professional Learning (alpha =.85) 07/01/16 9

10 Research Studies Instrument (Niemi, 2012) 20 items representing two dimensions (EFL) Critical Research Literary (alpha =.90) Research for Profession (alpha =.94) Students were asked to assess how research studies had promoted their abilities and skills in research both as to critically understand research literature and as to do research in their future work as teachers Scale: 1 = very little; 2 = little; 3 = somewhat; 4 = much; 5 = very much 07/01/16 10

11 Active Learning Experiences Instrument (Niemi, 2012) 20 items describing independent inquiry, structuring and restructuring knowledge, problem-solving, critical orientation in studies and evaluation of knowledge Two dimensions were identified (EFL) 1) independent knowledge inquiry 2) creation individually and in groups High correlation between the sum variables (>.70) Only one sum variable was constructed for Active learning (alpha =.93) 07/01/16 11

12 ANALYSES Research studies Critical research literature Research for profession Analyses: Descriptive statistics ANOVA (differences between student teacher groups) Correlations Regression analyses Professional competences Designing own instruction Teachers cooperation with others Ethical commitment to teacher s work Diversity of pupils and preparing them for future Teacher s own professional learning Active learning 07/01/16 12

13 Findings - Student teachers experiences of research studies Sum variable Critical research literature Research for profession Primary school student teachers Mean (SD) Secondary school student teachers Mean (SD) 3.5 (0.70) 3.5 (0.80) 3.3 (0.90)* 3.0 (0.90)* *F[1,266] = 8.33, p = /01/16 13

14 Findings Student teachers experiences of active learning Active learning Primary school student teachers f (%) Almost never 2 (1.4) 9 (7.8) Once or twice in a year About once or twice in a month About once or twice in a week 56 (40.6) 34 (29.3) 60 (43.5) 58 (50.0) Secondary school student teachers f (%) 58.0% 62.9% 20 (14.5) 15 (12.9) Total 138 (100.0) 116 (100.0) Chi-Square = 8.7, df = 3, p = /01/16 14

15 Findings student teachers achievement in professional competences Professional competence Primary school student teachers Mean (SD) Secondary school student teachers Mean (SD) Own instruction 3.5 (0.56) 3.6 (0.63) Teachers cooperation 2.3 (0.59) 2.4 (0.59) Ethical commitment to teacher s profession Pupils diversity and preparing them for future Teacher s own professional learning 3.3 (0.59)* 3.1 (0.63) 3.0 (0.65)* 2.8 (0.69) 3.0 (0.66)* 2.9 (0.63) 07/01/16 15

16 Summary of regression analyses for Model 3 07/01/16 16

17 Profiles of the cluster analysis of professional competencies, research studies, and active learning experiences. 1. Designing own instruction 2. Cooperation teachers working with others 3. Ethical commitments in teaching profession 4. Diversity of pupils and preparing them for the future 5. Teacher s own professional learning 6. Active Learning 7. Critical Research Literacy 8. Research for Profession 07/01/16 17

18 Group 1: Good professional competencies with good research skills N = 91 Most were primary school student teachers (72%) Average active learning experiences Emphasized that research studies are important but not on expense of pedagogical studies and other studies 07/01/16 18

19 Group 2: Low professional competencies with low research skills N = 42 Secondary school student teachers (54 %) Few active learning experiences Did not see the relevance of research studies for their future profession as a teacher The reported that research studies were separate from other studies and that there were too many research studies 07/01/16 19

20 Group 3: Good professional competencies with intermediate for critical research and low skills for research for profession N = 35 Primary school student teachers (54 %) Positive experiences on active learning Negative experiences on research studies, reported that research studies took too much time and they complained about their supervisors 07/01/16 20

21 Group 4: Excellent professional competences with excellent research skills N = 48 Primary school student teachers (56 %) Lot of good active learning experiences They reported that research studies are really needed for teaching profession and are important part of TE 07/01/16 21

22 Conclusions Generally, in TE, research studies are highly valued Research studies enhanced student teachers achievement in professional competences Both learning to evaluate research literature and to have an authentic research experience promoted development in ethical commitment and own professional development as a teacher The quality of research studies are important supervisor s role is crucial Research studies in secondary school student teacher program need further development 07/01/16 22

23 For more information Niemi, H., & Nevgi, A. (2014). Research studies and active learning promoting professional competences in Finnish teacher education. Teaching and teacher education. - 43, pp /01/16 23

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