Pub Date : 2021-12-29DOI: 10.1080/0158037X.2021.2003769
Bram De Wever, Raija H. Hämäläinen, K. Nissinen, Joonas Mannonen, Lisse Van Nieuwenhove
ABSTRACT This study focuses on the problem solving skills in technology-rich environments of teachers. PIAAC (Programme for the International Assessment of Adult Competencies) data on adults’ (n = 11,294) competencies, is used to investigate how problem solving skills of teachers are associated with sociodemographic, work-related, and everyday-life related background factors. In addition, the problem solving skills in technology-rich environments of teachers are compared with those of other adults with a higher education degree. The main statistical analyses are conducted with logistic regression models under the design-based framework. Our findings illustrate that teachers’ strong or weak skills seem to be associated with sociodemographic factors and work-related factors. When comparing teachers with other professionals, for high problem solving skills numeracy skill use at home was important on top of the sociodemographic factors, while teachers’ weak skills seem to be associated with fewer ICT skill-use at work on top of the sociodemographic factors. Combining our results with earlier research that emphasises the importance of daily activities at work on the one hand, and the lack of room for teachers to actually work and learn together on the other hand, we argue that teachers may benefit from more opportunities to develop professionally at work.
{"title":"Teachers’ problem-solving skills in technology-rich environments: a call for workplace learning and opportunities to develop professionally","authors":"Bram De Wever, Raija H. Hämäläinen, K. Nissinen, Joonas Mannonen, Lisse Van Nieuwenhove","doi":"10.1080/0158037X.2021.2003769","DOIUrl":"https://doi.org/10.1080/0158037X.2021.2003769","url":null,"abstract":"ABSTRACT This study focuses on the problem solving skills in technology-rich environments of teachers. PIAAC (Programme for the International Assessment of Adult Competencies) data on adults’ (n = 11,294) competencies, is used to investigate how problem solving skills of teachers are associated with sociodemographic, work-related, and everyday-life related background factors. In addition, the problem solving skills in technology-rich environments of teachers are compared with those of other adults with a higher education degree. The main statistical analyses are conducted with logistic regression models under the design-based framework. Our findings illustrate that teachers’ strong or weak skills seem to be associated with sociodemographic factors and work-related factors. When comparing teachers with other professionals, for high problem solving skills numeracy skill use at home was important on top of the sociodemographic factors, while teachers’ weak skills seem to be associated with fewer ICT skill-use at work on top of the sociodemographic factors. Combining our results with earlier research that emphasises the importance of daily activities at work on the one hand, and the lack of room for teachers to actually work and learn together on the other hand, we argue that teachers may benefit from more opportunities to develop professionally at work.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42995907","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-31DOI: 10.1080/0158037X.2021.1994938
S. Savage
ABSTRACT When the Covid-19 pandemic hit Australia in 2020, lockdown restrictions meant that the lives of tertiary students and mothers underwent substantial adjustment. Universities quickly adapted to full online learning with implications for accessibility and efficacy of online technologies, and home environments suitable for learning. Mothers who were studying at university had to readjust their study, work, care and home responsibilities to home-school their children around others in the home, further complicating the boundaries of work/family life. This study aimed to understand how Covid-19 affected mothers as pre-service teaching students within a university education faculty, exploring mothers’ perceptions of university supports and their effectiveness. Eight mothers participated in the study using narrative inquiry and feminist methodology. The data shows effects of the pandemic were both negative (heightened stress, financial strain, less sleep) and positive (stronger family bonds, partners more involved in childcare). Recommendations for improved supports do not only apply within a pandemic context, and include opportunities for affordable childcare, more flexible study options and more financial incentives. Overall, universities need to acknowledge mothers as an important demographic who have caring responsibilities, and work to ensure a more equitable experience for this marginalised group of students.
{"title":"The experience of mothers as university students and pre-service teachers during Covid-19: recommendations for ongoing support","authors":"S. Savage","doi":"10.1080/0158037X.2021.1994938","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1994938","url":null,"abstract":"ABSTRACT When the Covid-19 pandemic hit Australia in 2020, lockdown restrictions meant that the lives of tertiary students and mothers underwent substantial adjustment. Universities quickly adapted to full online learning with implications for accessibility and efficacy of online technologies, and home environments suitable for learning. Mothers who were studying at university had to readjust their study, work, care and home responsibilities to home-school their children around others in the home, further complicating the boundaries of work/family life. This study aimed to understand how Covid-19 affected mothers as pre-service teaching students within a university education faculty, exploring mothers’ perceptions of university supports and their effectiveness. Eight mothers participated in the study using narrative inquiry and feminist methodology. The data shows effects of the pandemic were both negative (heightened stress, financial strain, less sleep) and positive (stronger family bonds, partners more involved in childcare). Recommendations for improved supports do not only apply within a pandemic context, and include opportunities for affordable childcare, more flexible study options and more financial incentives. Overall, universities need to acknowledge mothers as an important demographic who have caring responsibilities, and work to ensure a more equitable experience for this marginalised group of students.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45675864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-24DOI: 10.1080/0158037X.2021.1989396
Brianna Le Busque, J. Mingoia
ABSTRACT Social media are becoming increasingly popular in a professional context and, if used appropriately, can be beneficial to postgraduate students. Little is known regarding the extent to which postgraduate students engage with social media for postgraduate purposes. The present study aimed to understand postgraduate students’ general use of social media, as well as investigate social media use specifically for postgraduate (educational and/or scientific) purposes. A total of 231 postgraduate students from 45 countries completed a mixed-methods survey. Instagram was the most frequently used social media platform overall, with Twitter being the most commonly used for postgraduate purposes. Most students posted educational and/or scientific content on social media platforms, with approximately one-third having a social media account specific for postgraduate/scientific content. The most common reasons postgraduate students access social media for postgraduate-related purposes were personal connection with community, science communication, motivations and learning, and networking. The most common reasons for posting postgraduate content online were self-branding, accessing a broad audience, science communication, and building a postgraduate community. Overall, postgraduate students are commonly using social media for postgraduate purposes which presents opportunities to mitigate pitfalls of the student experience and promote positive mental health among this group.
{"title":"Getting social: postgraduate students use of social media","authors":"Brianna Le Busque, J. Mingoia","doi":"10.1080/0158037X.2021.1989396","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1989396","url":null,"abstract":"ABSTRACT Social media are becoming increasingly popular in a professional context and, if used appropriately, can be beneficial to postgraduate students. Little is known regarding the extent to which postgraduate students engage with social media for postgraduate purposes. The present study aimed to understand postgraduate students’ general use of social media, as well as investigate social media use specifically for postgraduate (educational and/or scientific) purposes. A total of 231 postgraduate students from 45 countries completed a mixed-methods survey. Instagram was the most frequently used social media platform overall, with Twitter being the most commonly used for postgraduate purposes. Most students posted educational and/or scientific content on social media platforms, with approximately one-third having a social media account specific for postgraduate/scientific content. The most common reasons postgraduate students access social media for postgraduate-related purposes were personal connection with community, science communication, motivations and learning, and networking. The most common reasons for posting postgraduate content online were self-branding, accessing a broad audience, science communication, and building a postgraduate community. Overall, postgraduate students are commonly using social media for postgraduate purposes which presents opportunities to mitigate pitfalls of the student experience and promote positive mental health among this group.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45659732","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-10-03DOI: 10.1080/0158037X.2021.1982689
Veselina S. Lambrev
ABSTRACT This study reports on the value of community-based learning for the preparation of EdD graduates as practitioner researchers. To provide insights about the conditions that facilitated or constrained the development of inquiry abilities, the study applied a qualitative research approach examining the perceptions of 14 doctoral students who completed four community-based ‘group consultancy’ projects as part of their preparation in a U.S. professional education practice programme. Practice theory, in particular the concept of practice architectures, was applied as a frame to examine how learners engaged with and drew upon the conditions embedded in the projects’ sites. The analysis identified five themes that showed how students perceived the value of community-based learning: (1) building confidence in solving problems of practice; (2) learning new academic practices; (3) awareness of equity issues; (4) building relationships; and (5) constraints for learning. This research yields implications about the use of the consultancy model as a way to increase the value EdD programmes add to the local communities they serve.
{"title":"Exploring the value of community-based learning in a professional doctorate: A practice theory perspective","authors":"Veselina S. Lambrev","doi":"10.1080/0158037X.2021.1982689","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1982689","url":null,"abstract":"ABSTRACT This study reports on the value of community-based learning for the preparation of EdD graduates as practitioner researchers. To provide insights about the conditions that facilitated or constrained the development of inquiry abilities, the study applied a qualitative research approach examining the perceptions of 14 doctoral students who completed four community-based ‘group consultancy’ projects as part of their preparation in a U.S. professional education practice programme. Practice theory, in particular the concept of practice architectures, was applied as a frame to examine how learners engaged with and drew upon the conditions embedded in the projects’ sites. The analysis identified five themes that showed how students perceived the value of community-based learning: (1) building confidence in solving problems of practice; (2) learning new academic practices; (3) awareness of equity issues; (4) building relationships; and (5) constraints for learning. This research yields implications about the use of the consultancy model as a way to increase the value EdD programmes add to the local communities they serve.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-10-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43255061","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-25DOI: 10.1080/0158037X.2021.1977921
J. Blackmore, Joanne O’Mara
ABSTRACT Considerable investment has been made to redesign built spaces in schools, with an assumption not based on research evidence embedded in both the architectural and educational literature that this will improve teaching and learning practices. In this study of 12 Victorian case studies in Australia schools were selected based on OECD criteria, not including the built environment, of an innovative learning environment (ILE). Yet each school had in their ILE redesigned the built space to enable different pedagogical practice. More collaborative teaching practice and pedagogical change emerged to be closely associated with redesigned built environments. Furthermore, for schools to fully benefit from the affordances of redesigned built space and connectivity of mobile technologies, putting the professional learning of teachers first was necessary to both initiate and sustain different pedagogical practices. Drawing on practice architectures theory, we illustrate how the conjuncture of the material-economic context of redesigned built environment and technologies, the cultural-discursive assemblage of discourses regarding the needs of twenty-first century learner-earners and the social-political context of policies enabled action-oriented teacher professional development. These conditions shaped the conduct of practice, the ‘sayings’, ‘doings’ and ‘relatings’ of teacher professional learning both within each school and across the Victorian public system.
{"title":"Putting professional learning practice first in innovative learning environments","authors":"J. Blackmore, Joanne O’Mara","doi":"10.1080/0158037X.2021.1977921","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1977921","url":null,"abstract":"ABSTRACT Considerable investment has been made to redesign built spaces in schools, with an assumption not based on research evidence embedded in both the architectural and educational literature that this will improve teaching and learning practices. In this study of 12 Victorian case studies in Australia schools were selected based on OECD criteria, not including the built environment, of an innovative learning environment (ILE). Yet each school had in their ILE redesigned the built space to enable different pedagogical practice. More collaborative teaching practice and pedagogical change emerged to be closely associated with redesigned built environments. Furthermore, for schools to fully benefit from the affordances of redesigned built space and connectivity of mobile technologies, putting the professional learning of teachers first was necessary to both initiate and sustain different pedagogical practices. Drawing on practice architectures theory, we illustrate how the conjuncture of the material-economic context of redesigned built environment and technologies, the cultural-discursive assemblage of discourses regarding the needs of twenty-first century learner-earners and the social-political context of policies enabled action-oriented teacher professional development. These conditions shaped the conduct of practice, the ‘sayings’, ‘doings’ and ‘relatings’ of teacher professional learning both within each school and across the Victorian public system.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44789519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-02DOI: 10.1080/0158037X.2021.1995691
N. Hopwood, A. Reich, D. Rooney, Jacqui McManus
This Special Issue of Studies in Continuing Education presents a selection of papers originally presented at the fourth Professional Practice, Education and Learning (ProPEL) conference, hosted by the University of Technology Sydney in December 2019. ProPEL is a collaborative, multi-professional international network (launched in 2010 at the University of Stirling) to promote research and knowledge exchange in issues of professional education, practice and learning. The theme of the 2019 conference was Provocations and possibilities in professional practice, education, and learning. It aimed to shine a light on the unspoken, unasked, and intangible, and embracing the creative, emerging and unexpected. The conference invited participants to extend the conversations from the previous conference in 2017 where there was a significant interest in the changing nature of professional practice, and the ‘practice’ of learning, as noted by Fenwick (2018), as well as foci on messiness, coordination work, and objects; time and temporality as overlooked actors organising practices; and the need for nuanced approaches to differentiating expertise in ways that keep the notion closer to practice (Dahlgren, Gustavsson, and Fejes 2018). As a result, many of the questions that vexed presenters in that 2017 conference remained pressing in 2019, including questions of how practice gets done, the learning that happens in the course of practice, and the learning that needs to happen for those who are not-yet professionals (and indeed, whether this is an appropriate way to frame initial professional education). This Special Issue includes papers that represent the diversity of ideas explored and the participants engaging with them. Within the papers that follow are studies that focus on varied professions including teaching, engineering, medicine, architecture, law, allied health, early childhood education, and sports coaching, plus methodological papers exploring research practice itself. Authors include distinguished professors, research students, and practitioners, some working alone, others in collaborative teams, from around the world. So, what of provocation? In a reflective and conversational piece, Kemmis (this issue) appears to even surprise himself on reaching the conclusion that learning is not, in itself, a practice. We take Kemmis’ argument as suggesting that vexed questions of the relationships between education and practice cannot simply be resolved by collapsing one onto the other through a notion of learning as practice. How the practices of professional education and professional work can and should connect remains a key focus of much work in this field, complicated by the need to address this connection without creating artificial bifurcations between separate worlds that need ‘bridging’. Instead, a sense of becoming and the inbetween, of emergence rather than structure, and what is on the edge of being seen came through in the conference. Papers by S
本期《继续教育研究》特刊精选了最初在悉尼科技大学于2019年12月主办的第四届专业实践、教育和学习(ProPEL)会议上发表的论文。ProPEL是一个协作的、多专业的国际网络(于2010年在斯特林大学启动)，旨在促进专业教育、实践和学习问题的研究和知识交流。2019年会议的主题是“专业实践、教育和学习中的挑战和可能性”。它的目的是照亮未说出口的，未被要求的，无形的，拥抱创造性的，新兴的和意想不到的。会议邀请与会者扩展2017年上一届会议的对话，会上对专业实践的变化性质和学习的“实践”产生了浓厚的兴趣，正如Fenwick(2018)所指出的，以及对混乱、协调工作和对象的关注;时间和时间性作为被忽视的行动者组织实践;以及需要细致入微的方法来区分专业知识，以使概念更接近实践(Dahlgren, Gustavsson, and Fejes 2018)。因此，在2017年的会议上，许多困扰演讲者的问题在2019年仍然很紧迫，包括如何进行实践、在实践过程中学习的问题，以及那些尚未成为专业人士的人需要学习的问题(实际上，这是否是构建初始专业教育的合适方式)。本期特刊包括代表所探索的思想多样性和参与其中的参与者的论文。在接下来的论文中，重点研究了不同的专业，包括教学、工程、医学、建筑、法律、联合健康、幼儿教育和体育教练，以及探索研究实践本身的方法学论文。作者包括来自世界各地的杰出教授、研究生和实践者，有些是单独工作的，有些是合作团队的。那么，挑衅是什么呢?在一篇反思和对话的文章中，Kemmis(本期)甚至惊讶地得出结论:学习本身并不是一种实践。我们认为Kemmis的论点表明，教育和实践之间关系的棘手问题不能简单地通过将学习作为实践的概念将两者结合起来来解决。如何将专业教育和专业工作的实践能够并且应该联系起来，仍然是该领域许多工作的重点，需要解决这种联系，而不是在需要“桥梁”的不同世界之间制造人为的分歧，这使得这种联系变得复杂。相反，一种形成感和中间感，一种涌现感而不是结构感，以及一种即将被看到的感觉在会议上得到了体现。Stewart等人(本期)、Clerke等人(本期)、Maclean(本期)和Fawns等人(本期)的论文分别通过空间、实践、准对象和无缝学习的概念来解决这个问题。
{"title":"Provocations and possibilities in professional practice, education, and learning","authors":"N. Hopwood, A. Reich, D. Rooney, Jacqui McManus","doi":"10.1080/0158037X.2021.1995691","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1995691","url":null,"abstract":"This Special Issue of Studies in Continuing Education presents a selection of papers originally presented at the fourth Professional Practice, Education and Learning (ProPEL) conference, hosted by the University of Technology Sydney in December 2019. ProPEL is a collaborative, multi-professional international network (launched in 2010 at the University of Stirling) to promote research and knowledge exchange in issues of professional education, practice and learning. The theme of the 2019 conference was Provocations and possibilities in professional practice, education, and learning. It aimed to shine a light on the unspoken, unasked, and intangible, and embracing the creative, emerging and unexpected. The conference invited participants to extend the conversations from the previous conference in 2017 where there was a significant interest in the changing nature of professional practice, and the ‘practice’ of learning, as noted by Fenwick (2018), as well as foci on messiness, coordination work, and objects; time and temporality as overlooked actors organising practices; and the need for nuanced approaches to differentiating expertise in ways that keep the notion closer to practice (Dahlgren, Gustavsson, and Fejes 2018). As a result, many of the questions that vexed presenters in that 2017 conference remained pressing in 2019, including questions of how practice gets done, the learning that happens in the course of practice, and the learning that needs to happen for those who are not-yet professionals (and indeed, whether this is an appropriate way to frame initial professional education). This Special Issue includes papers that represent the diversity of ideas explored and the participants engaging with them. Within the papers that follow are studies that focus on varied professions including teaching, engineering, medicine, architecture, law, allied health, early childhood education, and sports coaching, plus methodological papers exploring research practice itself. Authors include distinguished professors, research students, and practitioners, some working alone, others in collaborative teams, from around the world. So, what of provocation? In a reflective and conversational piece, Kemmis (this issue) appears to even surprise himself on reaching the conclusion that learning is not, in itself, a practice. We take Kemmis’ argument as suggesting that vexed questions of the relationships between education and practice cannot simply be resolved by collapsing one onto the other through a notion of learning as practice. How the practices of professional education and professional work can and should connect remains a key focus of much work in this field, complicated by the need to address this connection without creating artificial bifurcations between separate worlds that need ‘bridging’. Instead, a sense of becoming and the inbetween, of emergence rather than structure, and what is on the edge of being seen came through in the conference. Papers by S","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47748244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-08DOI: 10.1080/0158037X.2021.1956890
Katrina MacDonald, Fleur Diamond, J. Wilkinson, N. Sum, Fiona Longmuir, Mervi Kaukko
ABSTRACT This paper analyses the move by an Australian university faculty to a new building featuring open plan and alternative workspaces. Through the lens of the theory of practice architectures, the paper examines how the new built spaces both enabled and constrained the professional learning practices of academics. Drawing on a case study of the transition, the paper explores the ways in which the move to the new building disrupted existing ecologies of practices around professional learning, and how academics subsequently sought to establish new ‘niches’ to foster professional learning practices. The six study participants, who are also the authors and represent a range of career stages, made efforts to establish conditions for professional learning practices and a praxis of ‘becoming an academic’. They did so by working with, around, and against the pre-figuring arrangements of the new built environment. The paper contributes to knowledge about how workspaces can disrupt and reconfigure the professional learning practices of educators. It addresses a gap in the literature on academics’ professional learning in relation to changes in physical workspaces, making visible the ways in which academic practices are shaped by and shape new arrangements for professional learning in response to the built environment.
{"title":"Creating spaces of learning in academia: fostering niches for professional learning practice","authors":"Katrina MacDonald, Fleur Diamond, J. Wilkinson, N. Sum, Fiona Longmuir, Mervi Kaukko","doi":"10.1080/0158037X.2021.1956890","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1956890","url":null,"abstract":"ABSTRACT This paper analyses the move by an Australian university faculty to a new building featuring open plan and alternative workspaces. Through the lens of the theory of practice architectures, the paper examines how the new built spaces both enabled and constrained the professional learning practices of academics. Drawing on a case study of the transition, the paper explores the ways in which the move to the new building disrupted existing ecologies of practices around professional learning, and how academics subsequently sought to establish new ‘niches’ to foster professional learning practices. The six study participants, who are also the authors and represent a range of career stages, made efforts to establish conditions for professional learning practices and a praxis of ‘becoming an academic’. They did so by working with, around, and against the pre-figuring arrangements of the new built environment. The paper contributes to knowledge about how workspaces can disrupt and reconfigure the professional learning practices of educators. It addresses a gap in the literature on academics’ professional learning in relation to changes in physical workspaces, making visible the ways in which academic practices are shaped by and shape new arrangements for professional learning in response to the built environment.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45461237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-08-01DOI: 10.1080/0158037X.2021.1960496
Na Zhou, Dineke E. H. Tigelaar, W. Admiraal
ABSTRACT This study provides an insight into the professional development of vocational teachers within the context of work placement, a continuing professional development programme situated in the industry. Learning goals, activities, and outcomes have been described based on vocational teachers’ learning experiences in this programme. We conducted interviews with 27 secondary vocational teachers from China and 5 of these participants completed digital logs. Seven categories of learning activities were identified, of which learning from others with and without interaction were the most common categories, while mentoring was more frequently perceived as an important category than others. Moreover, there were 8 types of learning goals and 12 types of learning outcomes reported. The participants preferred teaching and working knowledge and skills as their learning goals more than beliefs and attitudes with respect to learning from work placement. Intentions for teachers’ practice were concentrated on the school, collegial, and classroom practice levels. Regarding the perceived relationship between learning activities and outcomes, mentoring and learning from others with interaction were connected with all or almost all learning outcomes. The occupational knowledge and skills were frequently generated from all identified activities except reflecting. Limitations and theoretical and practical implications are discussed.
{"title":"Understanding vocational teachers’ professional development in work placement: learning goals, activities, and outcomes","authors":"Na Zhou, Dineke E. H. Tigelaar, W. Admiraal","doi":"10.1080/0158037X.2021.1960496","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1960496","url":null,"abstract":"ABSTRACT This study provides an insight into the professional development of vocational teachers within the context of work placement, a continuing professional development programme situated in the industry. Learning goals, activities, and outcomes have been described based on vocational teachers’ learning experiences in this programme. We conducted interviews with 27 secondary vocational teachers from China and 5 of these participants completed digital logs. Seven categories of learning activities were identified, of which learning from others with and without interaction were the most common categories, while mentoring was more frequently perceived as an important category than others. Moreover, there were 8 types of learning goals and 12 types of learning outcomes reported. The participants preferred teaching and working knowledge and skills as their learning goals more than beliefs and attitudes with respect to learning from work placement. Intentions for teachers’ practice were concentrated on the school, collegial, and classroom practice levels. Regarding the perceived relationship between learning activities and outcomes, mentoring and learning from others with interaction were connected with all or almost all learning outcomes. The occupational knowledge and skills were frequently generated from all identified activities except reflecting. Limitations and theoretical and practical implications are discussed.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1960496","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41662084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-07-11DOI: 10.1080/0158037X.2021.1950670
George Variyan, K. Reimer
ABSTRACT This paper explores the learning and labour of academics during the beginnings of the novel coronavirus outbreak in 2020. Our photo-based research project surveyed academics about their experiences, and makes visible the impact, of the changing built and virtual environments, on academics’ practices, relationships and identities. We theorise these shifting work-home arrangements, the academics’ learning, their emergent agencies and renegotiations of relationships using the theory of practice architectures. Even though these changes seemed collectively shared, our findings lead us to conclude that the COVID-19 disruptions to academics’ labour were not experienced equally. The agency of academics, their capacity to learn new practices, undoubtedly shaped their responses. However, we believe that academics’ relative privilege also undergirds this agency, although it does not do so in toto. The shifting practice arrangements during the beginnings of the pandemic have enabled and constrained, but these practice architectures have also uncovered, inflected and renewed imaginings long forgotten.
{"title":"Academic, interrupted: exploring learning, labour and identity at the outbreak of the COVID-19 pandemic","authors":"George Variyan, K. Reimer","doi":"10.1080/0158037X.2021.1950670","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1950670","url":null,"abstract":"ABSTRACT This paper explores the learning and labour of academics during the beginnings of the novel coronavirus outbreak in 2020. Our photo-based research project surveyed academics about their experiences, and makes visible the impact, of the changing built and virtual environments, on academics’ practices, relationships and identities. We theorise these shifting work-home arrangements, the academics’ learning, their emergent agencies and renegotiations of relationships using the theory of practice architectures. Even though these changes seemed collectively shared, our findings lead us to conclude that the COVID-19 disruptions to academics’ labour were not experienced equally. The agency of academics, their capacity to learn new practices, undoubtedly shaped their responses. However, we believe that academics’ relative privilege also undergirds this agency, although it does not do so in toto. The shifting practice arrangements during the beginnings of the pandemic have enabled and constrained, but these practice architectures have also uncovered, inflected and renewed imaginings long forgotten.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1950670","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49053071","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-06-26DOI: 10.1080/0158037X.2021.1900098
Teena Clerke, N. Lloyd, M. Paull, S. Male
ABSTRACT Australian universities have a remit to produce work-ready graduates and engage students from equity groups. In engineering education, accredited Australian programs commonly respond to Engineers Australia’s required engagement with professional practice by mandating completion of a specified number of hours in work-integrated learning (WIL) placements as a graduation requirement. Placements are frequently self-sourced, under/unpaid, full-time and available at set times. These conditions, largely beyond students’ control, limit options for students supporting themselves through paid work and for students with family commitments. In an investigation framed by the theory of practice architectures, we addressed the question: What are the institutional preconditions shaping WIL placement practices that enable and constrain particular students’ access to, experience in, and leverage of professional learning at work for their future careers? Our analysis of three individual student interviews identified key student practices—applying for, doing, and leveraging placements—that are enabled and constrained by material-economic arrangements in family, university and work life, cultural-discursive arrangements in career development activities and social-political arrangements in personal and engineering networks. Identifying this architecture of practices is an important step towards an equitable transformation of WIL engineering placements.
{"title":"Towards praxis: A practice architecture analysis of the work-integrated learning placement experiences of three Australian engineering students","authors":"Teena Clerke, N. Lloyd, M. Paull, S. Male","doi":"10.1080/0158037X.2021.1900098","DOIUrl":"https://doi.org/10.1080/0158037X.2021.1900098","url":null,"abstract":"ABSTRACT Australian universities have a remit to produce work-ready graduates and engage students from equity groups. In engineering education, accredited Australian programs commonly respond to Engineers Australia’s required engagement with professional practice by mandating completion of a specified number of hours in work-integrated learning (WIL) placements as a graduation requirement. Placements are frequently self-sourced, under/unpaid, full-time and available at set times. These conditions, largely beyond students’ control, limit options for students supporting themselves through paid work and for students with family commitments. In an investigation framed by the theory of practice architectures, we addressed the question: What are the institutional preconditions shaping WIL placement practices that enable and constrain particular students’ access to, experience in, and leverage of professional learning at work for their future careers? Our analysis of three individual student interviews identified key student practices—applying for, doing, and leveraging placements—that are enabled and constrained by material-economic arrangements in family, university and work life, cultural-discursive arrangements in career development activities and social-political arrangements in personal and engineering networks. Identifying this architecture of practices is an important step towards an equitable transformation of WIL engineering placements.","PeriodicalId":46790,"journal":{"name":"Studies in Continuing Education","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2021-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/0158037X.2021.1900098","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44996607","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：