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Technische Universität München 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

Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

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Page 1: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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

Page 2: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

Tina Seidel Education University of Kiel: Dr. phil., Educational Psychology 2002University of Regensburg: Master (Diploma) Psychology 1998

Research Interests Video-based Analysis of Teaching and Learning ProcessesTeacher Competency Development Educational Conditions of Teacher Professional Development

Professional Experience2010 - now Friedl Schöller-Endowed Chair for Teaching and Learning Research, TUM2007 – 2009 Professor of Educational Psychology (Chair, University of Jena, Germany)2005-2006 Stanford University, School of Education, Visiting Professor; USA2002 - 2006 Assistant Professor, Leibniz-Institute for Science Education, Kiel, Germany

Selected Services•Member of the OECD Joint Committee on a Long-Term Strategy to Study Teaching and Learning, 2005.•Invited Expert at the Meeting of the PISA 2006 Questionnaire Expert Group, 2005.•Member of German Rector´s Conference Research Commission, since 2009.•Spokesperson of the Faculty Graduate Center of the TUM School of Education, since 2010

Selected Research Grants PI of DFG-Project “Learning from Classroom Videotapes”, 2004-2006.PI of Jacobs Foundation Project “Teaching Adaptivity”, 2005-2007.PI of Project “Learning to Teach in Higher Education”, 2007-2010.PI of DFG-Project “Observe: Structure and Development of Professional Vision”, 2008-2011.Co-PI of EU-Project “S-TEAM: Science Teaching Advanced Methods” (PI: Prof. Geir Karlsen, Norwegian University of Science and Technology, Trondheim, Norway), 2009-2012.

Page 3: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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?

Page 4: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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?

Page 5: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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

Page 6: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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

Forum Bildung, 2001

New demands for societal

organization of learning processes in adult life and for individual learning

behavior

Page 7: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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

Page 8: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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%

Page 9: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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

Page 10: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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?

Page 11: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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

Page 12: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

12

Page 13: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

Two different points of view…

13

Explorative, self-regulated interaction with learning objects

Receptive, externally regulated interaction with learning objects

Intrinsic Extrinsic

Page 14: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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

Page 15: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

amotivated

Stimulation by content and activities

Self-determination

Qualities of learning motivation

State of non-directed learning motivation

(indifference to apathy)

low high

high

Page 16: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

amotivated

Stimulation by content and activities

Self-determination

Qualities of learning motivation

low high

high

external

Learning in order to receive rewards

or avoiding punishment

Page 17: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

amotivated

Stimulation by content and activities

Self-determination

Qualities of learning motivation

low high

high

external

introjected

External affirmative systeminternalized; learning

without external force, but with internal force

Page 18: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

amotivated

Stimulation by content and activities

Self-determination

Qualities of learning motivation

low high

high

external

introjected

identified

To engage in content and activities

not particularly simulating. Important to achieve

individual goals

Page 19: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

amotivated

Stimulation by content and activities

Self-determination

Qualities of learning motivation

low high

high

external

introjected

identified

intrinsic

Motivated learning independent of external affirmation;

self-determined through stimulation by activity

Page 20: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

amotivated

Stimulation by content and activities

Self-determination

Qualities of learning motivation

low high

high

external

introjected

identified

intrinsic

interested

To engage in learning because of intrinsic stimulation

and experienced personal relevance

Page 21: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

amotivated

Stimulation by content and activities

Self-determination

Qualities of learning motivation

low high

high

external

introjected

identified

intrinsic

interested

Self-determined learning motivation

Page 22: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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

Page 23: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

Situation 1

Personal interest

Through actual “person-object-relationships”

Situation 1Situation 1Situation 1Situation 1Situation 1Situation 1Situation 1Situation 1Situation 1Situation 1...n

…develops…

...and specific experiences...

From situational motivation to personal interest

Page 24: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

24

Page 25: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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?

Page 26: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

Conditions

Experience of confidence

Content-related and constructive feedback

Support Mistake culture

Choice of activities Mental challenge Scopes / Leeways Self-directed

exploration, planning, evaluation Acceptance

Colleagueship Cooperation /

Collaboration Integration in expert

groups Positive atmosphere

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

Observable engagement

Emotional involvement

Accepting stimulation of learning objects

sparkling

Page 27: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

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

Conditions and learning motivation

Rele-vance

Interest leader

Social related-

ness

Compe-tence

Auto-nomy

Structure

Amotivated -.13 -.23 -.36 -.28 -.35 -.14

External -.10 -.21 -.37 -.27 -.35 -.11

Introjected .14 .21 .34 .24 .26 .13

Identified .34 .37 .46 .43 .41 .33

Intrinsic .37 .55 .60 .60 .61 .41

Interested .39 .53 .53 .57 .58 .41

Page 28: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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?

Page 29: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

Professionelles Learning?

Diverse professional

groups!

e.g. Teaching• Pre-School• School• Higher Education• Universities• …

Page 30: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

Principles of effective professional development

Content

Long-Term

Active Learning

Cooperative Learning

Coherent programs

So far:limited reference to actual workplace one-day workshops low active engagementsingle persons from one workplace participating single topics

Page 31: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Supporting Tools and Structures

Tools Structures and concepts

• Vignette• Portfolio• Certificate• Video• Learning diaries• Modules• Themes• ...

• Centres• Academies• Coordinators• Facilitators• Networks• Demand-orientation• Problem-orientation• Long-term programs• ...

Page 32: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Supporting Tools and Structures

Tools Structures and concepts

• Vignette• Portfolio• Certificate• Video• Learning diaries• Modules• Themes• ...

• Centres• Academies• Coordinators• Facilitators• Networks• Demand-orientation• Problem-orientation• Long-term programs• ...

Page 33: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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

Page 34: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Supporting Tools and Structures

Tools Structures and concepts

• Vignette• Portfolio• Certificate• Video• Learning diaries• Modules• Themes• ...

• Centres• Academies• Coordinators• Facilitators• Networks• Demand-orientation• Problem-orientation• Long-term programs• ...

Page 35: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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

Page 36: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

The „problem-solving cycle“

36

(Borko et al., 2008, p. 422)

Page 37: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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

Page 38: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

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?

Page 39: Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation?

Technische Universität München

Thank you for your attention

[email protected]