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Bridging the gap? Trans contextual learning in work-based professional education A. Havnes, K.M.E. Kaarby, I.M. Lindboe.

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Presentation on theme: "Bridging the gap? Trans contextual learning in work-based professional education A. Havnes, K.M.E. Kaarby, I.M. Lindboe."— Presentation transcript:

1 Bridging the gap? Trans contextual learning in work-based professional education A. Havnes, K.M.E. Kaarby, I.M. Lindboe

2 Key themes Learning potentials inherent in work-based Early Childhood Teacher Education (ECTE) –Work-based learning –The workplace as site of learning –Practical experience / experiential learning? –Professional education –The hybrid character of prof. education: higher education is split between two ”worlds” –Theory – conceptual learning and the synthesis of professional knowledge –Trans contextual learning and the theory-practice nexus ISCAR PRESENTATION, SYDNEY 2014

3 The programme –Established in 2007 as the first of its kind in Norway –Part-time study for 4 years (Bachelor degree), 90 days reserved for studies each year, employment in kindergarten required –Based on: –Co-operation between university college, employer and workplace at the programme level –Students are recruited among employees and presupposed institutional support (vaguely defined) –Intended to benefit the workplace –Teaching takes place at campus and at work (field class) –Combination of what traditionally is seen as «experience-based knowledge» and «research-based knowledge» –Hybrid work-based and campus programme –Higher education institution has a more dominant role than in many work-based programmes internationally and nationally –No individual or workplace based negotiation concerning content and process –Hybrid learning settings in the workplace that the higher education institution is in charge of field class. –Part-time programme with work-based programme features ISCAR PRESENTATION, SYDNEY 2014

4 How do students experience the diversity in views on knowledge – and how do they deal with this diversity as students and learners? Do the students manage to bridge the gap between the academically oriented higher education setting and the practice-oriented work setting? ISCAR PRESENTATION, SYDNEY 2014 Research questions

5 Conceptual framework –Professional education –Kinds of knowledge and learning –Institutional diversities –Syntheses of professional knowledge –Nexus of theory and practice –Work-based professional education –Learning at work –Boundary crossing and learning across sites (trans contextual learning) ISCAR PRESENTATION, SYDNEY 2014

6 Methodological approach Data –Questionnaire with open questions –Four themes – four to five questions on each theme (17 questions) –What is learned in diverse contexts (campus, workplace, field class) –Characteristics of the diverse context as sites of learning –Students’ experiences of their roles in the diverse contexts –Learning loops across sites –23 respondents –Observations of field classes –Group interviews with students and ECTI personell Analysis –Qualitative analyses of questionnaire, interview and observation data –Individual and collaborative data analysis by all three researchers (two individual analyses of each questionnaire theme) –This presentation: mainly questionnaire data ISCAR PRESENTATION, SYDNEY 2014

7 Organisation of findings –Higher education –Field class –Workplace –Continuities and discontinuities: Learning across contexts (learning loops) Overall: Students are overwhelmingly positive. An opportunity to access higher education in combination with work ISCAR PRESENTATION, SYDNEY 2014

8 Higher education Knowledge –Connect theory to practice: practice experiences enriching the learning of theory –Academic writing - new mode of reflection and communication –Re-think or justifying their own practice (incl. Institutional practices) –Learning a professional language «New knowledge gives me background for asking critical questions» «I am more conscious or critical to my own and my kindergarten’s practice» Roles –Receptive and active –Sharing ideas with with other students –Discussing with lecturers Critical issues –Conceptual learning: retrospective reflection versus prospective reflection –Conceptual learning constrained to explain the student’s experiences? ISCAR PRESENTATION, SYDNEY 2014

9 Field class Knowledge –See other institutions and ways of working –Testing out / applying what is learnt in ECTE –Shared responsibility among the peer students Learning environment –Social arena tied to professional education –Collaborative reflection with peer students –Discussing and disagreeing –Having shared the same experience –Feedback on practice Roles –Active in doing, discussing, reflecting –Testing out in a practical setting –Collaborator –Courageous: courage needed (exposed competence) –Learning from others by building on (or not) others’ ideas ISCAR PRESENTATION, SYDNEY 2014

10 Workplace –See theory in the practice setting – conceptualise practice –Justify and legitimatise practice – including being crical –The ideal versus realistic dilemma –Self-reflection –Learning in the workplace – challenges –some receive great support, are challenged to use and share new knowledge, are listened to, –others experience being ignored and seen as a threat to existing practice, resistance to new knowledge –problematic to be absent two-three days a week Roles –More critical –Questioning –Coming up with new ideas –Applying examples from peer students –Gaining attention from colleagues and parents ISCAR PRESENTATION, SYDNEY 2014

11 Learning contexts – Discontinuities and continuities Higher education (discontinuities) –The theory and research arena –Engaging in discussions with teacher educators –Reflection, discussing and writing –Inspiration Workplace (discontinuities) –Everyday situations –Interacting with diverse people –Immediate reactions – acting more directly on situations –Problematic as deliberate learning context Across (continuities) –Theory and practice combined –Applying theory (at work) –Applying experience (in higher education in particular) –Nexus of narratives and conceptualisations ISCAR PRESENTATION, SYDNEY 2014

12 Analytic categories Heterogeneity of professional knowledge –Diversity of knowledge (conceptual/academic – skills – prof. identity) –Institutional diversity Transfer, coherence, integration or what? –Bridging higher education and work, emphasising integration and shared vision? –Cultivate the characteristics of each, trusting that integration is implicit and students are able to make the theoretical and practical syntheses? –A third alternative? –Hybridisation –Acting upon differences Workplace and higher education as contexts of learning in a trans contextual perspective –What is afforded? –Constraints? –Potentials? Student engagement –Student agency in professional education –Teachers’ and students’ qualification in learning across contexts? ISCAR PRESENTATION, SYDNEY 2014

13 Summary ISCAR PRESENTATION, SYDNEY 2014 Theory, research Concepts, models, empirical, perspectives Workplace Professional practice, inst. Practice children’s development, development of inst. practice Higher education Arena for conceptualisation, reflection, re-conceptualisation, teaching, learning and research Object of learning Tool for wording and potentially sustaining or transforming practice Challenges for professional education Conceptual learning as prospective versus retrospective reflection Challenges for workplace Structuring of work and interactions that foster learning. Students Prior experience, engagement, future aspirations Workplace Support of students’ learning Learning at work for all Higher education Curriculum, teaching/learning, assessment, coordination

14 Conclusion – some keywords to consider Discontinuities Hybridisation Trans contextual coordination, cooperation and communication –System level –Student level Student agency – enabling students to deal with the complexity of professional knowledge ISCAR PRESENTATION, SYDNEY 2014


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