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Continuing Education of Librarians

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. Tina Seidel. Content.

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Continuing Education of Librarians

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  1. 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

  2. Tina Seidel

  3. 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?

  4. 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?

  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

  6. 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 New demands for societal organization of learning processes in adult life and for individual learning behavior Forum Bildung, 2001

  7. 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

  8. 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%

  9. 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

  10. 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?

  11. 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

  12. Two different points of view… Explorative, self-regulated interaction with learning objects Receptive, externally regulated interaction with learning objects Intrinsic Extrinsic

  13. 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

  14. Qualities of learning motivation Self-determination high State of non-directed learningmotivation (indifferencetoapathy) amotivated Stimulation by content and activities low high

  15. Qualities of learning motivation Self-determination high Learning in order to receiverewards oravoidingpunishment external amotivated Stimulation by content and activities low high

  16. Qualities of learning motivation Self-determination high External affirmative system internalized; learning withoutexternalforce, but withinternalforce introjected external amotivated Stimulation by content and activities low high

  17. Qualities of learning motivation Toengage in content and activities not particularlysimulating. Importanttoachieve individual goals Self-determination high identified introjected external amotivated Stimulation by content and activities low high

  18. Qualities of learning motivation Motivatedlearningindependent ofexternalaffirmation; self-determined throughstimulationbyactivity Self-determination high intrinsic identified introjected external amotivated Stimulation by content and activities low high

  19. Qualities of learning motivation Toengage in learningbecause ofintrinsicstimulation and experienced personal relevance Self-determination high interested intrinsic identified introjected external amotivated Stimulation by content and activities low high

  20. Self-determined learning motivation Qualities of learning motivation Self-determination high interested intrinsic identified introjected external amotivated Stimulation by content and activities low high

  21. 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

  22. From situational motivation to personal interest Through actual “person-object-relationships” Situation 1 Situation 1 Situation 1 Situation 1 ...and specific experiences... Situation 1 Situation 1 Situation 1 Situation 1 Situation 1 Situation 1 Situation 1...n …develops… Personal interest

  23. 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?

  24. Conditions • Choice of activities • Mental challenge • Scopes / Leeways • Self-directed exploration, planning, evaluation • Acceptance • Colleagueship • Cooperation / Collaboration • Integration in expert groups • Positive atmosphere • Experience of confidence • Content-related and constructive feedback • Support • Mistake culture • Observable engagement • Emotional involvement • Accepting stimulation of learning objects • sparkling • 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

  25. Conditions and learning motivation Correlations between quality of learning motivation and perceived conditions at workplace (N=866) all p  .01 (Prenzel et al. 2002)

  26. 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?

  27. e.g. Teaching Pre-School School Higher Education Universities … Professionelles Learning?Diverse professional groups!

  28. Principles of effective professional development • Content • Long-Term • Active Learning • Cooperative Learning • Coherent programs • So far: • limited referencetoactualworkplace • one-dayworkshops • lowactiveengagement • singlepersonsfromoneworkplaceparticipating • singletopics

  29. Supporting Tools and Structures • Vignette • Portfolio • Certificate • Video • Learning diaries • Modules • Themes • ... • Centres • Academies • Coordinators • Facilitators • Networks • Demand-orientation • Problem-orientation • Long-termprograms • ... Tools Structures and concepts

  30. Supporting Tools and Structures • Vignette • Portfolio • Certificate • Video • Learning diaries • Modules • Themes • ... • Centres • Academies • Coordinators • Facilitators • Networks • Demand-orientation • Problem-orientation • Long-termprograms • ... Tools Structures and concepts

  31. 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

  32. Supporting Tools and Structures • Vignette • Portfolio • Certificate • Video • Learning diaries • Modules • Themes • ... • Centres • Academies • Coordinators • Facilitators • Networks • Demand-orientation • Problem-orientation • Long-termprograms • ... Tools Structures and concepts

  33. 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

  34. The „problem-solving cycle“ (Borko et al., 2008, p. 422)

  35. 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

  36. 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?

  37. Thank you for your attention tina.seidel@tum.de

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