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Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Aveiro
Maria João Loureiro
Oporto
Coimbra
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
University of Aveiro
• created in 1973• around 12.000 students • graduate and post-
graduate courses • teachers education • sciences, math, …• engineering • Health• …
• member of the European Consortium of Innovative Universities, ECTS label.
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Previous research
• impact of teachers education courses (post-graduation) in teachers practices
• gap between research and practice (context Science Education, …)
• teachers with MsD, thus involved in experiential action/research are willing to innovate their practices -> can contribute to sustainable educational changes and innovation
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Previous researchProject “Culturas” – 2006 (constrains to school innovation)
05
10152025
A B C D E F G
Categories of the constraints
Freq
uenc
y
Interviews
Dissertations
A – intra and inter communities connectionsB – attitudes toward innovation emerging from research C – nature of teachers’ training D – school resources and management E – representations F – theoretical discourse G - educational policy
IPEC site http://ipecproject.wordpress.com/a-nossa-producao
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Dynamics of Interaction
Science Education Research and School Practices:evaluation perspectives
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Summary
• project presentation• participants • methodology• results
– collaboration and leadership roles
• final thought
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Project presentation
role of ICT and online CoPresearch should be developed
by researchers and practitioners
interaction between those com-munities should be promoted
gap between educational research and practitioners
assumptions
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
interactioninteraction
Project presentation
How to improve?
school practices
research practices
• Problem
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Project presentation
INTERACTIONNature
Dynamic
Difficulties
Procedures
Focus
IMPACT
Online
context
practices
research
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Project presentation
• Methodology – qualitative case-based study (IPEC CoP) / action-research– data gathering tools
• interviews (focus-group – initial and final perceptions)• logs (interaction analysis)
– process (Wenger), collaboration (adaptation of Gunawardena et al., 1997), leadership (Reeves-Lipscomb et al., 2004)
• documental analyses (lesson plans, students’ worksheets, final reflections, reports, publications, …)
• online questionnaires – teachers’ problems, sense of community - McMillan e Chavis (1986),
obstacles to the interaction, …)
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Project presentation
• TasksI.perceptions
Lessons planification
Action
F.perceptions
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Participants
• Researchersnumber – 10 (U.Aveiro, U.Évora, U.Lisbon)degree – PhD (8), 2 finishing their PhDresearch areas – Science Education / 3 ICT in Education• background in Biology, Engineering, Geology and Physics• epistemology of science, problem solving, assessment and
evaluation, language, STS, ICT
professional experience – more than 15 yearsexperience in teachers education – 15 to 30 years
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Participants
• Teachersnumber – 30genre – F (70%)education – graduation (5 years). ~ 40% had a post-graduation degree (MsD)teaching areas – biology/geology, physics/chemistry, ICT (2)professional experience ~70% more than 10 yearsexperience in teachers education – 30% in initial teachers education and almost 50% in in-service teachers education.research experience – 24% research projects and 35% MsD.
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Participants (data analysis)
• PhD and MsD studentsMargarida Marques – MsD (doing the PhD), dynamics of interaction, curriculum management, sense of community, obstacles… Sérgio Pinho – MsD, leadership rolesCarla Rosa– assessment competencies (G2)Graça Cruz – reflexive competencies (G2 and G3)Carla Lopes – research technician and PhD, collaboration /assessment of outdoors activities (new project)
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Establishing the CoP - potencial
• Tasks (before May 2006)– regional meetings
• gather participants, focus interviews– online questionnaires
• teachers characterization, problems, curricular themes– first general meeting
• personnel contact – develop trust, sense of community• familiarization with the technology• share and discuss results (focus interviews)• discuss procedures
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Establishing the CoP - coalescente
• Tasks (2006)– May to end of Oct. (online).
• working groups (4)• information sharing (practices, literature, …) • negotiation of interests and themes
– Oct. to Dez. 2006 (mostly online)• working plans
– goals– working plan (task, calendar, …)– evaluation
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Groups
Chat
ForumExchange of
files Publication* Access Publication** Access
Group 1 0 116 114 156 5352 18
Group 2 137 465 317 649 9580 37
Group 3 1716 908 106 95 3597 0
Group 4 158 506 153 429 3984 14
Dynamics of interaction - active
• Explored tools (LMS)
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Dynamics of interaction - active
• group 1– goal:
• project based/interdisciplinary teaching strategies
– difficulties: • conciliate Noudar Project (EDIA) • reduced online discussion
– interaction: beginning very active – “empty”
“ Our absence is related with the fact that we have a lot of work (…) we are finishing the development of materials for the Moudar project, then we will have more time to interact”
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Dynamics of interaction - active
• group 2– goals:
• preparation of a fieldtrip to a quarry - Quinta do Moinho• research indicators – outdoors (Orion, 1994, Marques, 2006)
“(…) S. Pedro da Cova is not very interesting, it is from the pedagogical point of view less interesting. Since we have sustainability concerns, he [an expert in Geology] suggest a visit to another quarry - Pedreira da Madalena (granítica), na Quinta do Moinho, no Canidelo. It is a quarry where granite is being explored taking into account the actual directives (either Portuguese and from the EU) and that we can visit with our students (…)”
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Dynamics of interaction - active
• group 2 (cont.)– products:
• lessons plan (before, during, after), worksheets, implementation in several classrooms (involvement of other school teachers), evaluation of the developed materials (students and teachers), …
– difficulties: • definition of the educational objectives and competences that students would develop and how to assess them
– interaction (blended): • high participation - fluctuate (Wenger, 1998), in forums (2 years)
• main decisions and discussion – face to face meetings - culture
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Dynamics of interaction - active
• group 3– goal:
• development of pedagogical materials (ICT integration) – natural resources management (energy – Problem resolution)
– problem: How to improve the energetic management in our school?– products: ~ G2 – worksheet to explore a film about the use of natural
resources
– difficulties: • ~ G2 (2th meeting – assessment of competencies - Roldão)
– interaction (blended): only during 2007• chat (short period ~ 12 sessions)• face to face meeting
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Dynamics of interaction - active
• group 4– goal:
• develop assessment instruments to use in project-based approaches
– difficulties: • several members quit – three (“lack of critical mass”)• one of the members interacted in a very fluctuant way (involvement in other activities – coordinator of the group that aim ICT integration in the school)
– interaction (online): • forums, chat, Skype, …• about specific questions and with others group (richness)
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Total
0 50 100 150 200 250
Inv 1
Inv 2
ProfA
ProfB
ProfC
ProfD
ProfE
Part
icip
an
tes
Nº de unidades codificadas
Líder intelectual Facilitador Mentor Part. Activo
Dynamics of interaction – roles G2
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Dynamics of interaction - roles
0 20 40 60 80 100 120
Inv4
Inv6
ProfF
ProfG
ProfH
ProfI
ProfJ
Par
ticip
ante
s
Nº de unidades codif icadas
Líder intelectual Facilitador Mentor Part. Activo
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
0 50 100 150 200 250 300 350 400 450
Inv 1
Inv 2
Prof A
Prof B
Prof C
Prof D
Prof E
Par
ticip
ante
s
Nº de unidades codif icadas
V – Afirmações de acordo_aplicação dos novos signif icados construídos
IV – Teste de sínteses ou Co-Construções propostas
III – Negociação de signif icado - Co-Construção de tarefas no âmbito do projecto comum
II – A descoberta e exploração de dissonância ou inconsistências nas tarefas, ideias, conceitos ou afirmações
I - Partilha - Comparação de informação
Dynamics of interaction - collaboration
Online - sharingFace to face meetings
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Dynamics of interaction - collaboration
0 10 20 30 40 50 60 70 80 90 100
Inv 4
Inv 6
Prof F
Prof G
Prof H
Prof I
Prof J
Par
ticip
ante
s
Nº de unidades codif icadas
Afirmações de acordo_aplicação dos novos signif icados construídos
Teste de sínteses ou Co-Construções propostas
Negociação de signif icado - Co-Construção de tarefas no âmbito do projecto comum
A descoberta e exploração de dissonância ou inconsistências nas tarefas, ideias, conceitos ou afirmações
Partilha - Comparação de informação
Online - negotiationNumber of sessions
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Dynamics of interaction
Leadership roles
Level of participation
Collaboration
Contexts
(age, tasks, time, … )
and ICT use cultures
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Online
Impact
• teachers’ perceptions
Actualization
Reflection
Questioning
Becoming closer
Interaction
Dialogue
Sharing
Innovation
Co-construction
Collaborative teaching
Enrichment
(Dis)equilibriumICT competences
Involvement
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Elements of the IPEC CoP
• domain– shared learning agenda: science teaching – sustainability (practices
based on competence development – fieldtrip, problem solving)– value: innovation (organization of fieldtrip, PSolving, ICT integration)
• community– shared vision of science education, interactions, relations, trust,
diversity, …• practice
– pool of ideas, materials, tools, information, histories, … disseminated in various national meetings
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Final thoughts
• Research and school practices have their own dynamics but can be articulated to:– researchers
• promote the knowledge of difficulties emerging from school practices - identify topics and areas of difficulties – research problems
• develop quality teaching materials (based on research, innovative, …)
– teachers• facilitate the access to research literature• promote more thoughtful practices and teachers professional development
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Final thoughts
• IPEC – contributed for a school that “facilitate the development of each one potential” (my father, following Padre Américo)
– impact on researchers’ practices??– impact on professional practices (participants and that were not involved
in the project)– impact of the developed materials in students learning
Those last are rarely achieved through other type of professional development initiatives, as MsD (Costa et al, 2003, Loureiro et al, 2006)
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Thanks you for our attention!
Maria João [email protected]
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Initial perceptions (school practices)
• aims/objectives of Science Education– focus: education / instruction
– content centered teaching strategies – official curricula– “I can’t separate the development of knowledge from the development
of competencies [skills, attitudes, …]”
• lessons plans– teacher / student centered
• STS and interdisciplinary approaches– “I try to relate the content with their [students] lives.” – “… pedagogical pair … the math is after physics and so students can
try math models to the phenomena under study”– practical activities: exp. work, fieldtrips, “research” activities,
discussion and argumentation (journal articles), problem solving.
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Initial perceptions (school practices)
• evaluation and assessment– insufficient evaluation culture
– “70% test, 15% for personal work, 15% for observation …” – “ we evaluate the product and not the process”
– diversity of evaluation methodologies– “we use different methodologies … portfolios, presentations and
communication of their work, …”
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
• research possibilities for school practices– practice innovation (change, reflection)
– “introduce pedagogical content knowledge in the organization of teaching strategies”
– “… research gives us insights to our reflection … increase our critical skills related to our practices”
– more thoughtful practices– “[from] what we read, we acknowledge written information that things
ought to be made like that [as we think they should].”
Initial perceptions (interaction)
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Initial perceptions (interaction)
• school practices possibilities for research. – give importance to actual practices
– “… by observing individuals [teachers] in that context [classroom], one can see the problems from another perspective."
– emergence of new research problems– “research is being developed in some areas and not in others more
pertinent [teachers-students and students-students interactions, leadership]”
– “.. We should find proposition suitable to motivate students that doesn’t like to learn”
– "...we are researching new methodologies and the point is the relationships [between teachers and students]."
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Initial perceptions (constraints)
• intra and inter communities connections • attitudes toward innovation emerging from
research • nature of teachers’ training • school resources and management • representations • theoretical discourse
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Research being carried out
• Evaluation of the interaction dynamic– Guna model– Roles
• Impact on curricular management– obsjectives / activities– innovation
• Evaluation of competencies– Reflexive– Assessment and evaluation competencies
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Perceptions about research
• what influence the research agenda?– international research community– institutions
• national research politic (FCT)• research centres/universities (local politics, projects,
dissertations, thesis,)• Need to improve professional school practices
– personal aspects• relations and communication among researchers (work with
friends)
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Perceptions about research
• ICT exploitation– create favorable context to innovation
• research limitation– analytical and compartmented (PS, practical work, STS, HC,
ICT, …)• epistemological complexity of education
– fragile because it is reactive• Need to clarify the projects (problems)
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Perceptions about …/methodologies
• empirical work– turned to school practice and not to theoretical reflection
• qualitative vs quantitative approaches• similar methodologies
– case studies, action-research
• Meta-analyses and literature reviews– researchers professional development (end of the carrier)
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Perceptions about …/validation
• we learn how to do research doing– permanent process, interrogation, reflection, …
• we recognize the our research limitations– personal (epistemologies), methodologies, tools, …
• rigor exigency in the validation process – preliminarily results
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Perceptions about …/dissemination
• research transfer to school practice– language (to difficult)– results are not operational (PS, STS, …)
• teachers’ resistances– organizational– cultural– personal
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Perceptions about …/ethics
• idiosyncratic sense of the communities and mutual respect– researchers and teachers
• work to vs with teachers• need to be cautious in the activities (overload)
– readings, tasks, …
• contribute to non isolation (researchers and teachers)
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Perceptions about …/constraints
• task overload and dispersions – projects, lecturing, supervising, administrative work, …
• community heterogeneity– need to create networks– need of an active voice in the educational politic– Inconsistencies of the educative system (teachers
education, competencies-based curriculum vs national exams, …)
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Teachers’ expectations
• innovate– Reflect about our own practice
• collaborate• in-dept
– thoughtful practice
• evolve– use e-learning platforms
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Researchers’ expectations
• respect and account – personal and professional “parcours”
• invests in collaborative research• accept changing process
– attitudes, procedures, …
• improve participated practices
Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010
Doubts/questions …
• organization of working groups– guidelines?– how to promote the interactions/roles?– how to analyze the interactions?– how to shape de group (logic)?
• evidences– of interactions?– their impact on teachers and researchers practices?