Personalisation in Teacher Education · Personalisation in Teacher Education Christian Kraler...

04.09.2011

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Personalisationin

Teacher Education

Christian Kraler

Department of Teacher Education and School ResearchUniversity of Innsbruck

[email protected]

EARLI Conference 2011, Exeter UK Personalisation in (Initial) Teacher Education

I. Introduction & FrameworkII. Studies

31 August 2011 [email protected] 2

III. Consequences

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degree of scientificconfirmation

e.g. PISA-discussion: evidence, interpretation, ideology

The problem of evidence based governance in TE´(Kraler 2009)

high consensuslow evidence

high consensushigh evidence

…..

….. …..

gree

ofco

nsen

sus


low consensuslow evidence

low consensushigh evidence

…..de

opinion-drivengovernance

evidency basedgovernance


Question of causality (linearity)

The cycle of Teacher Education

curriculum teacher educators teacher education students teachers instruction/class pupils grades competencies … ( „good“ TES TE curriculum)


„There are many important questions about teacher education that deserve exploration. Some of these can be answered by causal and correlational studies, while others cannot. All, I think, are worth asking [...].“ (Cochran-Smith, 2005, p. 9)

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Observation

via university…


… „back“ to school …

system-reproducing highereducation („cultur“)

self similarity (grades, transfere ofknowledge, didactics,…)


Course of Education (TE)

teaching objectives & students’ perspectives

i l f k t d t ’ i t t dcurricular frameworkfor TE (normative)

“objective”course of education

students’ interests, needs,situation, visions

“subjective”course of education


In this area of tension TE, TES, universities, decision makers, schools etc. act.

How can one become a self confident and competent teacher if„we“ (institutions, TE) impose on him oder her the way

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„One of the biggest problems of education ishow to combine the submission to regulatedforce with the ability to use one‘s ownfreedom. Because compulsion is nessecary.How can I cultivate freedom under constraint? I should accustom my pupils to tolerate aconstraint of his freedom At the same time

Immanuel Kant (1724-1804)

constraint of his freedom. At the same timeI should instruct him to use his freedom well.“Kant (1803). On Pedagogy

dialectic problem of individual need and social demand

Robert Havighurst (1900-1991)


Developmental Tasks and Education. McKay, 1972.Age dependent model of Developmental Tasks (1948)

A developmental task is midway between an individual need and a societal demand. (Havighurst, [1948] 1972, p. vi)


TES‘s point of view: professional life time

SCHOOL16

TEACHER

EDUCATION

18/19

2027

27/28

~ 12 12/57 ~ 21%

~ 5-8 7/57 ~ 12%

Innsbruck [email protected] August 2011

t

SCHOOL2

65

~ 35-40 38/57 ~ 67%

100%

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Preschooloccupational image(e.g. playing teacher)

infant

Professional Knowledge

becoming a teacher

School experiences(e.g. favourite teacher, realizing the

teaching profession ofparents/relatives ,…)

Professional teacher education/trainingonal Biography

pupil


Professional teacher education/traininginitial provisions

professional lifeworking life biography and developmentcontinuous professional development

Professio

TE student

teacher


Starting Point

2000/2001 2000/2001 University of Innsbruck/Austria competence-oriented curriculum for ITE 3 dimensions (with 27 subcompetences):

social and personal competenciessubject oriented and didactical competenciesorganizational and systemic competences

profession based education (paradigm of profession) portfolio supported


early and more practice at classroom teaching

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Academic year

pedagogy and teaching practice

subject and subject specific didactics

developmental tasks

1st year introductory phase (introductory course/WS, teaching practice reflexion

Subject oriented introduction and basic courses

• shift in perspective from pupil to teacher• Trial identification & self-assessment introduction & fit

Curriculum design

teaching practice, reflexion course/SS

courses introduction & fit(subjects & career aspiration)

2nd year basic competencies in general didactics (psychology of learning, communication, school education)

Consolidation and expansion of subject oriented key competences

• Acquisition and comprehension of fundamental professional ideas (education, subjects, didactics, teaching)

• Developing basic trust, professional competence

3rd year Internship semester at school, guided/ autonomous teaching

Consolidation and expansion of subject specific didactics

• practical implementation of professional knowledge with regard to an individual strength-weakness analysisdeepening of kno ledge &


• deepening of knowledge & competencies

4th year Synopsis, expansion and correction/adaption

specialisation & consolidation

• reflective theory-praxis synopsis• compensation of competencydeficiencies professionalisation

5th year diploma thesis & diploma examination Integrating academic & profession-oriented diploma thesis/certification initial provisions


Starting point: curriculum with competenciesresearch based explorative evaluation on career specificCompetencies (with Birgit Weyand)

Students(quantitative study)

Bochum Inventory of Personality (BIP) aims to systematically assess

job-relevant personality character traits

measures 14 personality characteristics

251 items


251 items n=111

(55 beginners, 56 master students) 68% female, 32% male

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Mean Sample Beginners Masterstudents

Achievement Motivation 52,56 53,8 51,34

Power Motivation 43,68 43,62 43,73

Leadership Motivation 56,23 56,24 56,21

Differences: Beginners/Masterstudents

Conscientiousness 53,83 54,47 53,2

Flexibility 50,98 52,75 49,25

Action Orientation 52,14 51,78 52,5

Social Sensitivity 52,96 53,76 52,18

Openness to Contact 69,39 69,71 69,07

Sociability 60,11 61,2 59,04


Team Orientation 45,87 43,71 48

Assertiveness 47,73 49,02 46,46

Emotional Stability 54,52 56,05 53,02

Working under pressure 48,98 50,51 47,48

Self-Confidence 58,34 58,69 58


status quo: - ST 2010Sample WT 06/07, ST 07,

WT 07/08 ST 08

Fächerübersicht Häufigkeit Prozent Gültige

Prozente Kumulierte

Prozente

AWK 1 ,2 ,2 ,2

Bewegung & Sport 46 8,0 8,0 8,2

Bildnerische Erziehung 2 ,3 ,3 8,6

Biologie & Umweltkunde 28 4,9 4,9 13,4

Chemie 9 1 6 1 6 15 0

University Curriculum(quantitative study, ongoing)

WT 07/08, ST 08,WT 08/09, ST 09WT 09/10, ST10WT 10/11, ST 11

n=474

Gültig

Chemie 9 1,6 1,6 15,0

Deutsch 68 11,9 11,9 26,5

Englisch 96 16,8 16,8 43,3

Französisch 27 4,7 4,7 48,0

Geographie und Wirtschaftskund

39 6,8 6,8 54,8

Geschichte, Sozialkunde, Polit

82 14,3 14,3 69,5

Griechisch 1 ,2 ,2 69,6

Informatik 1 ,2 ,2 69,8

Italienisch 37 6,5 6,5 76,3

Latein 6 1,0 1,0 77,3

Study by theInstitute of Teacher Education

and School Research(Questionnaire)


Mathematik 44 7,7 7,7 85,0

Physik 16 2,8 2,8 87,8

Psychologie & Philosophie

34 5,9 5,9 93,7

Russisch 3 ,5 ,5 94,2

Spanisch 28 4,9 4,9 99,1

Textile Gestalten 1 ,2 ,2 99,3

Theologie 3 ,5 ,5 99,8

Werkerziehung 1 ,2 ,2 100,0

Gesamt 573 100,0 100,0

(Questionnaire)

116 items 68% female, 32% male n=474 completed TEdSR-courses

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Curriculum

Cooperation of departments concerned with TE.

Topics of the training departments intertwine.


Strong tensions between the trainingdepartments.

Students mirrorthe organisation


subjects… who with whom …

social network

subject didactics

pedagogy


school practice

social network of teacher specific university subjects

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guideline-based interview study

Basic information: age, sex, siblings, parents occupation, seniority How/why did you start working in the area of TE (incl. relevant qualifications)

Teacher Educators and their concept ofTeacher Education (Qualitative Study, ongoing)

y y g ( q )What is your key-message in everyday work with TES How do you verify that it is received by the TES? Learnability (born teacher vs. trained teacher)

40 Interviews (~1/2 hour)TE from Germany and (47,5%), Austria (52,5%), corr = 0.69sex: female = 62,5%, male = 37,5%Working area: ITE 67,5%, Induction 37,5%, CPD 45%


Age Seniority

Mean 51,2 17,4

Stddev 8,5 9,2

min 32 1

max 66 37


Teacher Educators – main findings

message:humanistic, ressources oriented idea of manreflection (acting and thinking)expert for (subject specific) learning processes

realization:act as a role model, encourage critical thinking/reflectingprovide free space for experiments/new experiencescombine theory and practice


evaluation:refer to tacit/implicit knowledge, gut feelingobservationsinformal talks

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Analysing the following data sets:

Developmental Portfolios (qualitative) ~60 Professional Development Portfolios written during the first 6-9 semesters of ITE ~ 15 to 40 pages Topic: the professional competence development during the period of ITE

Students(qualitative study)

Biographical Interviews (qualitative) graduated teaches 20 biographical interviews focused on the individual student-teacher career ~ 1 hour each Initial Question: how and why did you become a teacher student

21% 21%

20%

25%

SubjectsAge: 26,5 (Mean)Sex: female 77%, male 23%


12%15%

8%

2% 2%4%

6%

2%

8%

0%

5%

10%

15%

20%

Prozent

,


motivation: career aspirations (early/late) professional biography student teaching („independent“) logic of education, fault tolerance contents-interests curricular flexibility choice of subjects reflection diploma thesis:

Areas of DT

choice of subjects reflection

fractures and crises of experience: study entry (self organisation, bureaucracy , change of perspective)

stable study groups during 1 year professionsspezifischer Habitus early practical training (supervised)

semester abroad (extending own perspective) short term loss of motivation disinterest self-doubt during course of education student teaching:

iti i ( )

p choice of topic

supervisor methodological competence


g

subjects: reflection/own concepts sense making cumulative logic fundamental ideas room for integraton culture of subject ~ incoherence subject didactics tensions

positive experience (success) everyday school life(variety)

supervision self-confidence fault tolerance

clarification of personal relations balance guest visits-own teaching

- videography

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Student-based developmental tasks

role allocation: growing into the role of the student new relations: disengaging from the parental home, relationship/new

friendships/old friendships sustained, students studying together dealing with frustration concerning course organisation and specific contents subject-specific socialisation (faculty culture)

(Curriculum-based developmental tasks)

change of perspectives through periods spent abroad (especially when studying languages)

earning money (subject-related, e.g. tutoring, or non-subject-related, often also just to get a change

developing a (diffuse/implicite) understanding of the profession


trial identification (analyzing choice of profession) understanding fundamental ideas of the relevant subjects teaching internships to test out acquired competencies readjustment & amendment (based on the experiences from the internship) LLpL diploma certification


data collection (1st set)

The Well-being of Teacher Education Students(Nadja Köffler, Christian Kraler 2011)

Investigation and modeling of teacher education students’ perception of their well-being in terms of preventive measures relevant to their profession

Students(qualitative study, ongoing)

( ) 20 one-hour semi-structured interviews sex: 80% female, 20% male age: 25,1 (mean) number of semesters studied: 9,8 (mean)

data analysisComputer-supported,MAXQDA based on

26,3 26,3

21,1 21,1

26,3 26,3

25

30

ges %

Subjects


MAXQDA based onGrounded Theory

5,3 5,3

10,6 10,6

5,3 5,3 5,3

0

5

10

15

20

data in percentag

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Findings

Somatization

PAIN

headache

nutrition-sleep

loss of appetite sleeping disorder

Phenomenological taxonomy

vertigo feeling of fainting

tachycardia breathing difficulties

nervous agitation

back pain

stomachachevegetative

psycho-somatic(syndrome of hyperventilation)

dental problems

loss of appetite

changes in eating habits

sleeping disorder

exhaustion

digestive disorders

depressivemood


stress

immune system

fever

flu-like infections

herpes infection

angina

sore throat

cystitis

neurodermatitis

mood

fear of failure loss of motivation

moodiness

Intention ofdrop-out


Findings

GAF scale(= Global Assessment of Functioning/ DSM-IV)


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TE & Teacher-Educators TE-Students

Matching?

DT

DT

DTDT

DT

DT

DT


+ +

DTDT

DT


Teacher Education –matching of objective & subjective courses?!

objective courseof education(curriculum,

DT DTinstitutionaldemands andrequirementsetc.)

subjective courseof education

(choice,prevailing

conditions,etc.)

DT

DT

DT student teachers

DT

DT

DT


extrinsic demands instruction

intrinsic motivation construction

DT

University/teacher training institution

student teachers& teacher educators

(Kraler 2009)

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Summary and Implications

causal assumptions area of tensions on wishes and demands

Study Sampel Method

BIP Students quantitative

TE-programme evaluation Students/TE quantitative

TE (concepts) TE qualitative

TES DT (career focused biography) Students qualitative

concept of developmental tasks to describe and balance


TES DT (career focused biography) Students qualitative

Well-being Students qualitative

top down vs. bottom up philosophy and practice


Curricular concepts have no effect in themselfs. They needan (appropriate) implementation and realisation by persons.

personalisation: bring more balance into TE

C

Summary and Implications

bring more balance into TE weight different actors, their approaches equally shift of pattern (personalisation individualisaton)

proposals and arguments developmental tasks (actants, cf. Bruno Latour)

identify and reconstruct a dynamic matrix of operationable, competence-oriented profession-related DT from the

S TE


competence oriented, profession related DT from theactants point of view

Personalisation means esp. TS-oriented TE-oriented Institution-oriented

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We should learn from our teacher students tograsp a better understanding of the topic, not only do research on teacher students but with

them and ask ourself:What is the consequence of it for our everyday

work in teacher educationwork in teacher education.

Thank You!


Ass.-Prof. Dr. Christian KralerDepartment of Teacher Education and School Research

University of InnsbruckeMail: [email protected]

web: http://homepage.uibk.ac.at/c62552

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