Exploring Incidental Learning in FE Context: A Study on Trainee Professional Development

1. Investigation into the impact that incidental learning has on trainee teachers’ professional development, whilst working in the FE context “Incidental learning is defined as a by-product of some other activity, such as task accomplishment, interpersonal interaction, sensing the organisational culture, or trial and error experimentation. As such, it is never planned or intentional.” (Marsick & Watkins, 1990, pg7) Amanda Turner Programme Leader – Generic 14+ PGCE pathway School of Education and Psychology University of Bolton

2. What is meant by the term Incidental Learning? • Incidental learning was defined by McGeouch(1942, as cited in Marsick and Watkins, 1992) as learning that takes place without specified formal instruction, motive or specific given material, is unplanned and unexpected, occurring as a by-product of another learning activity. • Can be more of an all-encompassing, holistic approach to an experience, such as, “interpersonal interaction, sensing the organisational culture, or trial and error experimentation.” (Marsick and Watkins, 1990, pg7). • It can occur in a variety of settings and alongside all forms of learning, whether formal or informal.

3. What conditions need to be in place for Incidental Learning to happen? • Incidental learning takes place (most successfully) when learners experience a non-routine situation, relating this specifically to the role of a trainer, or teacher(Marsick and Watkins, 2001) • Needs disjuncture in order for it to take place • An individual has to have the need and motivation before learning can occur (desire to learn) • Self-directed by the learner and occurs through experience. It is not just the acquisition of content, but the interaction between the content and the experience that is important (Kolb, 1984) • Results in tacit meaning making as it is individual and takes place in an unstructured way • Supported activity which involves some sort of reflection

4. Potential issues that exist Tacit learning due to the individual nature which takes place in an unstructured way: • pre-existing professional skills and knowledge might be undeveloped leading to non-learning (Kerka, 2000) • difficult to measure in terms of quality • ‘blind spots’ where a limited interpretation can be arrived at due to an individuals’ own needs, assumptions and values. • The trigger or disjuncture is mis-read or not recognised fully • Might not always lead to development

5. Theoretical Framework Tacit Knowledge Sphere of Incidental Learning Placement context and wider political agenda Interpretation and consolidation through reflective practice (self and with others) Disjuncture Professional Identity (Self-efficacy and duality) Starting identity (Prior experiences subject knowledge) Non-Learning

6. Pause for thought… Discuss the different elements of the theoretical framework - • How does the context an individual is situated in influence their interpretation of unexpected experiences? • How does the ‘starting identity’impact on incidental learning for ?

7. Emerging Themes “I’m learning that you can’t go in with a lesson plan and it’ll go to plan cos it won’t… You just have to man up and deal with it.” AH Interview1) “It’s actually quite funny cos some of their conversations I hear in the staffroom as well, it’s very informal, err, and it’s like everyone’s just letting their rage out…I like to listen but I don’t like to give my opinion on something unless I kind of understand what’s going on.” (OI interview2) • Disjuncture that results in Incidental learning “especially her crying. I was like panicking but I thought you’ve got to keep calm otherwise if you start panicking then she will be like, oh, shouldn’t be telling you this.” (KH interview1) “What I found shocking though, one of the teachers said to me all you need to do is get them to pass, which is fair enough, but for them to get onto level three, they have to have a merit, so for me, I’m thinking, well, no, I know that they’re capable of getting a merit, some of them, even a distinction, ummm at the level 2 and that’s what I’m trying to aim for with them.” (ER interview2) “There’s no place for me to sit so what do I do? Watch a sixty year old man eat his lunch in the corner, sit there myself when I can perfectly go sit in my car.” (AH interview1)

8. Emerging Themes “I’m thinking of it in terms of what I would have liked when I was at that level, but I’m looking back on that now, I would have liked more options but at the time I probably could have done with the guidance.” (DR interview1) “it’s not normal for me to panic. I’m the type of person erm, quite confident, use my own initiative and I know what to do, and get on with it, but there was once when I was like, what do I do?... I literally spent like a minute thinking about it and thought right what to do?” (OI interview1) • Context “I think at the beginning I was quite nervous cos how close in age we were. I’m twenty four and some of them are similar age, especially in second year and I felt like they wouldn’t really take me seriously, but even after the first couple of lessons I could tell they were quite engaged.” (KH interview1) “I know I am a trainee teacher but I do feel like I’m a teacher cos I’m giving my knowledge and teaching them while I’m there and I don’t think they see me as a trainee teacher.” (JP interview1)

9. Emerging Themes “I feel I am a valued member of staff at my placement, who the students feel they can share ideas with because of my creativeness and passion for the subject. They value my opinion on areas of their projects and come to me for guidance in all aspects of Photography” (KH blog 3) “I was offered a lot of freedom in my sessions to try out different approaches and teaching styles, reflect on their effectiveness and figure out what works best for my learners. I applied the theories I was researching in my essays into my sessions, and my confidence grew further.” (DR Blog3) • Identity “I felt that I had to maintain my emotional resilience and encourage the learners to also do the same in order to succeed in their learning.” (ZM, blog3) “I see a teacher in me now, not just an aspiration. I can walk into a class now and my students know me as their teacher, not a student.” (NP blog3)

10. Emerging Themes “I have struggled along the way, and at times have been ready to walk from the course feeling that maybe teaching isn’t for me, but, I have always had the backing and support of the tutor and the backing of a friendly/supportive group has helped too.” (JP Blog2) “I now look to make critical judgments and take steps to get the most out of myself and the learners. With the growth in confidence, a positive and collaborative relationship with my mentor has formed. Having to consider the needs of each learner on a personal level cannot be done without working together with other staff..” (DR, Blog2) • Communities of Practice (support networks) “Although I have enjoyed my experience and everything that came with it at times it did become difficult. At these times my support system was what helped me through.” (KH, Blog3) “In fact I feel like she needs my support because there’s a lot of skills that I’ve got that she doesn’t… I feel like I’m the boss then.” (Oi interview1)

11. Emerging Themes • Critical reflection and self-evaluation “I still continue to develop in order to seek fresh challenges that are innovative, creative and full of fresh struggle. I feel that it is the courage to continue is what counts and makes the impossible into possible in relation to teaching and learning.” (ZM, Blog2) By reflecting back on my teaching and general experiences, I have pushed to better myself and look into different strategies to develop myself further.” (AH, Blog3) “I evaluated myself after every single lesson ensuring to point out effective tools successful in a session, areas of improvement and further steps to follow in terms of enhancing particular skills as desired by the students.”(TC, Blog2)

12. Emerging Themes “It is becoming increasingly important for me to demonstrate dual professionalism…I have found that using examples from my own experience really helps to engage and motivate the students, and although it is often difficult to find the time to carry on with my own work, I feel that it really does have a positive impact on the learners.” (CB, Blog2) • Professionalism (dual professional) “It is my duty to keep up to date with the relevant skills in Photography whilst being professional at all times. At my placement in ______College, learners would recognize me as a role model and not just a teacher.” (OI, Blog3) “I have found my dual professionalism to be the one thing so far that has really helped me gain the attention and respect of the different classes I have taught.  .” (LCB, Blog2)

13. Contribution to Knowledge • Richer understanding about professional relationships • Enable development of programmes • Development of particular professional skills and knowledge formal knowledge acquisition practical teaching skills Incidental Learning