Go a l o f te a c he r e duc a tio n: stimula ting stude nt te a c he rs to de ve lo p a le a rning o rie nta tio n fo r life lo ng pro fe ssio na l le a rning During te a c he r e duc a tio n: Ac a de mic le a rning o rie nta tio n -> pro fe ssio na l le a rning o rie nta tio n Que stio ns fo r the o ry a nd pra c tic e : Ho w to a sse ss le a rning o rie nta tio ns in a c o mb ine d the o ry › a nd pra c tic e e nviro nme nt? Ho w a re the se le a rning o rie nta tio ns re la te d to va rio us › pe rso na l, c o nte xtua l & time -re la te d fa c to rs
L e a rning o rie nta tio ns (Oo ste rhe e rt, 2001) I nde pe nde nt / Clo se d me a ning o rie nte d le a rning 1) “ind e pe nd e nt le a rning to te a c h b y d e ve lo ping a fra me o f re fe re nc e ” De pe nde nt / Ope n me a ning o rie nte d le a rning 2) “ste p b y ste p impro ve me nt o f te a c hing a nd he lp se e king fo r de ve lo ping a fra me o f re fe re nc e ” Re pro duc tio n o rie nte d le a rning 3) “impro ve me nt o f te a c hing fro m the ir e xisting fra me o f re fe re nc e ” Surviva l o rie nte d / ina c tive le a rning 4) “le a rning to te a c h b y simply do ing it”
I nve nto ry le a rning to T e a c h Pro c e ss (I L T P) 10 sc a le s 3 le a rning c o nc e ptio n sc a le s (26 ite ms): “What I le arn de pe nds › o n the pro b le ms I e nc o unte r in prac tic e ” 5 le a rning a nd re g ula tio n a c tivitie s sc a le s (31 ite ms): “I ask › te ac he rs in my sc ho o l what the y think ab o ut my o pinio ns o n te ac hing ” 2 e mo tio n re g ula tio n sc a le s (10 ite ms): “I try to de te re mine my o wn › c o ntrib utio n to a le sso n whic h we nt wro ng ” 5-po ints L ike rt sc a le Re lia b ility: α = .67 - .84 Va lida te d in Dutc h a nd F le mish sa mple s Cluste r a na lysis o n z-sc o re s -> 4 o rie nta tio ns
1 va lida tio n study in Be lg ium (Do nc he & Va n Pe te g e m, 2005) 2 lo ng itudina l studie s (Do nc he e t a l, 2007; E nde dijk e t a l, sub mitte d) 2 studie s inc luding pe rso n-re la te d va ria b le s (Oo ste rhe e rt e t a l, 2002; Do nc he e t a l, 2009) 4 studie s inc luding c o nte xt-re la te d va ria b le s (Do nc he e t a l, 2005; 2007; Oo ste rhe e rt e t a l, 2002; E nde dijk e t a l, 2010) 2 studie s inc luding o utput me a sure me nts (E nde dijk e t a l, 2011; Ho o re ma n, 2008) No t inc lude d: 1 study o n te a c he r e duc a to rs’ le a rning o rie nta tio ns -> a da pte d ve rsio n o f I L T P
2 wa ve study (se c o nd se me ste r, fina l ye a r pre -se rvic e te a c he rs (N = 254, BE ) No t a ll I L T P-sc a le s sho w va ria b ility a c ro ss time › Ge ne ra l inc re a se to wa rds mo re me a ning o rie nte d le a rning . › Cha ng e s a ppe a re d the mo st in surviva l o rie nte d c luste r in › c o ntra st with c lo se d me a ning a nd c lo se d re pro duc tio n c luste rs. 3 wa ve study, o ne -ye a r T E pro g ra mme (N = 81, NL ) 6 o ut o f 10 sc a le s no c ha ng e o ve r time , 4 sc a le s line a r o r › q ua dra tic g ro wth No diffe re nc e s in distrib utio n o ve r le a rning o rie nta tio ns › 37.0 % o f the ST ma inta ine d L O ; 34.2 % c ha ng e d to wa rds mo re › inde pe nde nt me a ning -o rie nte d, a nd 19.2% de ve lo pe d a wa y fro m it.
Pe rso na l c ha ra c te ristic s (N=382, NL ) No diffe re nc e s in g e nde r, sub je c t, le sso n ho urs pe r we e k, pre vio us › e xpe rie nc e a s a te a c he r Big F ive & se lf-e ste e m (N=382, NL ) Ope n me a ning o rie nte d ST : mo re e xtra ve rt, e mo tio na l sta b le , inte llua l › o pe n, to le ra nt fo r a mb ig uity a nd ha ve hig h se lf-e ste e m. Clo se d me a ning o rie nte d ST : lo we st in e xtra ve rsio n a nd e mo tio na lly › sta b le Surviva l-o rie nte d ST : a ve ra g e . › Clo se d re pro duc tio n ST sc o re lo w o n inte lle c tua l o pe nne ss a nd se lf- › e ste e m Mo tiva tio n (N= 195, BE ) Auto no mo us mo tiva tio n pre dic ts me a ning -o rie nte d le a rning › Co ntro lle d mo tiva tio n a sso c ia te d with mo re a vo ida nc e b e ha vio ur a nd › le ss te a c he rs’ se nse o f se lf-e ffic a c y a -mo tiva tio n ne g a tive ly pre dic ts me a ning o rie nte d a nd re pro duc tio n › o rie nte d le a rning
Re la tio n with pe rc e ptio n le a rning e nviro nme nt (N=382, NL ) Me a ning -o rie nte d stude nt te a c he rs e xpe rie nc e e nviro nme nt a s › mo re c o nstruc tive a nd mo re re la tio n the o ry – pra c tic e Pre fe re nc e fo r e nviro nme nt (N=366, BE ) Clo se d me a ning & re pro duc tio n pre fe r mo re so c io -c o ntsruc tivist › le a rning e nviro nme nt tha n surviva l o rie nte d stude nt te a c he rs in the ir te a c hing pra c tic e Re la tio n with type o f pro g ra mme (o ne ye a r T E pro g ra mme , N=81, NL , 3 wa ve s) Jo b -tra c k mo re me a ning o rie nte d le a rning tha n inte rnship › stude nts I nte rns c ha ng e d mo re o fte n the ir L O tha n stude nt te a c he rs with › a jo b
I L T P & re la tio n with q ua lity o f c la ssro o m c lima te (a ffilia tio n & c o ntro l, N=126, NL ) Que stio nna ire o n te a c he r inte ra c tio n (QT I ) › Affilia tio n (n.s.), Co ntro l p < .05 › Surviva l o rie nte d stude nt te a c he rs ha d the lo we st le ve l o f › c o ntro l a c c o rding to the ir stude nts, b ut a lso a c c o rding to the mse lve s I L T P & e ffe c t o f sync hro no us c o a c hing tra ining (N=60, NL ) e ffe c t wa s the stro ng e st in tra ine e s with the c lo se d › me a ning o rie nta tio n & re pro duc tive o rie nta tio n surviva l- o r o pe n me a ning o rie nta tio n do no t b e ne fit muc h › fro m dire c t inte rve ntio ns
I L T P is se nsitive fo r c ha ng e s o ve r time I f c ha ng e is de te c te d, mo re o fte n c ha ng e to wa rds › me a ning -o rie nte d le a rning is fo und E xpo sure to c o mple x pra c tic e mig ht b e a le ve r › I ndividua l diffe re nc e s a re pre se nt in c ha ng e tra c ks › Se ve ra l re la tio ns fo und with pe rso n-re la te d fa c to rs Re sults c o mpa ra b le with le a rning style re se a rc h in › a c a de mic c o nte xts L e a rning o rie nta tio n is re la te d to (pre fe re nc e fo r) le a rning e nviro nme nt L e a rning o rie nta tio n is re la te d to q ua lity o f le a rning c lima te in c la ssro o m -> indire c t e ffe c ts o n pupils’ re sults
F urthe r e vide nc e re g a rding pre dic tive va lidity I L T P is a se lf re po rt me a sure me nt Ac tua l ve rsus pe rc e ive d pe rfo rma nc e › I L T P q ue stio nna ire ma ps in a re stric te d wa y L e a rning -to -te a c h c o nc e ptio ns › Re g ula tio n a nd c o g nitive stra te g ie s › E mo tio n re g ula tio n › L e ss fo c us o n re pro duc tio n o rie nte d le a rning b e ha vio ur › L e ss fo c us o n info rma l a nd pe e r suppo rt during le a rning › F urthe r a na lyse s re g a rding c o nstruc t va lidity a c ro ss time
F urthe r va lida tio n in o the r c ultura l c o nte xts › L o o king fo rwa rd to c o lla b o ra tio n fo r furthe r va lida tio n re se a rc h in E uro pe a nd a b ro a d I mpro ve me nt o f so me sc a le s › Dime nsio na lity (me a ning & re pro duc tio n) › T e a c he rs’ se nse o f se lf-e ffic a c y in te a c hing › Mo tiva tio na l c o mpo ne nt Sho rt ve rsio n q ue stio nna ire fo r te a c he r e duc a tio n inte rnships o r le a rning a t the wo rkpla c e
T o wha t e xte nt wo uld the le a rning o rie nta tio n 1. fra me wo rk a s use d in this study b e va lid in te a c he r e duc a tio n c o nte xts in o the r c o untrie s? Wha t a re wa ys to use the I nve nto ry L e a rning to 2. T e a c h Pro c e ss in te a c he r e duc a tio n pro g ra mme s a s a n inc e ntive fo r impro ving stude nt te a c he rs’ q ua lity o f le a rning ? Ho w c a n we impro ve q ue stio nna ire s like the 3. I nve nto ry L e a rning to T e a c h Pro c e ss to b e b e tte r e q uippe d fo r me a suring de ve lo pme nt o ve r time ?
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