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.

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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?

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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

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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

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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?

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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

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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

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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

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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

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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

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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

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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• ...

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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• ...

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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?

Technische Universität München

Thank you for your attention

tina.seidel@tum.de