Qualitative research:
Self-reflections and interviews
LET STUDIES 3.2.2015NIINA IMPIÖ
Learning and educational technology research unit (LET) Teachers education and educational sciences
Teachers’ collaboration has been regarded as
a positive condition for teachers’ professional
development
(e.g. Butler & Schnellert, 2012)
.
Collaboration is one of the 21st century key
skills, which is a premise for working and acting
in the learning society
(Binkley et al., 2012).
Collaborative working methods has impact for
innovative pedagogical practices, and
continuous teachers’ learning
(OECD 2014; Schlager & Fusco, 2004).
BUT
Recent research indicates that teachers do collaborate in their work, but
their collaborative practices have not yet established
(OECD, 2014)
.
There is a need for structured opportunities for teacher collaboration
(Butler
et al., 2012).
There is a lot of research about
students
collaborative learning, but research
of understanding and improving
teachers
collaborative learning is less
(Borko, 2004; Meirink et al., 2007)
Despite of growing amount of research about teachers’ learning in
collaborative settings, studies about teachers’ collaborative expertise is
lacking.
Aim
The aim of this study was to explore
teachers’ collaborative expertise,
first as a phenomenon as
they describe it, and
second, the development of
teachers’ collaborative
expertise during and after
participating in the master's
degree programme studies.
Aim
Understanding the phenomenon
Teachers’ experiences
Development process
MASTER’S DEGREE
PROGRAMME STUDIES
(MPD)
– Master’s programme students
– The core of the
programme: self-regulated learning, collaborative learning, and the learning of expertise
– F-2-f and online teaching – Individual and collaborative learning methods
WORKING LIFE
– 5-20 years experience working as a teacher – Represent differenteducational fields (the university, the university of applied sciences,
secondary education, adult and in-service education) – Represent various subject
areas (Humanities,
Science, Economics and Business Administration, Technology)
Teachers (N=27)
TIME
1st year
2nd year
3rd/4th year
DATA
teachers
(N=27)
Reflections(N=135)
Interviews(N=62)
1 2 3 1 2 3 4 5Research design
Self-reflections (N=135)
Part of course assignment
Teachers were reflected on their learning process towards expertise
by writing an self-reclections (
Expert profiles
). Before writing they
monitor and document episodes or moments of learning.
Were collected five times during the master’s degree program
studies in every 6 month.
Written by computer and send by email for the researcher
Lenght from 1 to 6 pages (together 592 pages)
Describe and analyse following questions over the past LET studies:
1. Reflect on development of your expertise through following questions.
a) What have you learned about expertise? b) How have you learned of expertise?
2. Reflect on adaptation of scientific knowledge into practical situations. Describe an example.
a) in your studies
b) in your work or in some other context
3. Assess yourself and your development in terms of collaborative work and collaborative knowledge construction through following questions.
a) How do you now understand collaborative work and collaborative knowledge building?
b) How do you now behave / act, when the goal is to achieve collaborative work and collaborative knowledge building?
4. Assess yourself and your development as a self-regulated learner through following questions.
a) How do you now understand self-regulated learning?
b) How have you adopted the theory of self-regulated learning into the practice?
5. Reflect, how well have you fulfilled the goals that you set for yourself in your previous expert profile? What are your next three goals to achieve during the forthcoming fall?
Semi-structured Interviews (N=62)
Were doing by researcher (f2f, Skype)
Were carried out two times during the studies in every 12 months, and one interview
one/two years after the graduation
Part of the personal studyplan and career guidance process
Five main themes
1) Understanding of collaborative learning
2) Personal knowledge and skills in collaborative learning
3) Goal setting for own learning in the context of collaborative skills 4) Collaborative learning situations in study groups (experiences)
5) Collaborative teaching practices and working in school community
One interview takes 40 to 90 minutes
Data
The data illustrates
how teachers reflect and monitor their learning in terms of
collaborative learning while they have participated
master's degree programme studies, and
how they have transfered that knowledge for their
teaching practices.
ATTITUDES AND EMOTIONS
I have always believed in the power of the joint teaching. This education increased this belief of mine. I am sure
that the collaboration and the joint projects among different problem-solving situations are the ways which I
will develop forward in my work.
(T11, R5) To me, who has always been against collaborative ways of working, the experiences of collaborative learning situatations
has been a big joy. (T11, R5)
BECOMING AWARE OF OWN
COLLABORATIVE SKILLS
Collaborative learning, shared understanding and social skills are
the most important learning goals for me.
(T20, R1) Sometimes I have done things on my
own way in collaborative learning situations. I’m sure that I have caused
difficulties for the other group members while behaving like that.
CONCEPTUAL UNDERSTANDING
ABOUT COLLABORATIVE LEARNING
Collaborative knowledge building
is the one key factor in
collaborative learning process. We have a problem. We
plan
together
how we will solve that. We
search information
collectively. At this stage we can also work independently. We are
discussing
and making our thoughts visible. It is important that all
group members
participate equally
.
----
Co-regulation
is also part of the collaborative learning process.
When each of group members bring own effort to collaborative
working, it will raise the
motivation
level of the whole group.
(T6, R3)
EXPERIENCES FROM COLLABORATIVE
LEARNING SITUATIONS
I have got the idea of pedagogical use
of social media. Now I understand
better the possibilities of the social
media in the context of collaborative
In the second course we used Wiki environment for to enhance collaborative learning activities. It
works surprisingly well even though the working methods
were new for the students.
(T17, R2)
I discuss a lot nowadays with the colleagues the matters which are related to teaching and learning. I
share my own experiences and I’m asking the colleagues'
opinions.
(T5, R2)
TEACHING PRACTICES AND
SCHOOL COMMUNITY
I want to believe that I can be the one who produces new ideas and practices to
our school culture.
Two sources of data –
pros and cons
+ Combining two types of data has giving
an opportunity to have deeper knowledge
and understanding about the phenomenon
+ Earlier texts (self-reflections) were good
orientation for the interviews, both for
reseacher and participants
specific
questions
+ Possibility for both verbal and written
reflections took into consideration different
types ”learners”
-
Plenty of data
laborious to
categorize and analyse
-
Some unrelevant content (reflections)
Some practical hints
Interviews
Make sure that you have undisturbed place Limit interruptions (phone ringing, door
knocking)
Be polite and make the atmosphere
comfortable.
If possible, let the interviewee choose the
place.
Inform the place, time and other practical
information early enough, and send the reminder three days earlier.
Test your recorder and learn to use it. Have
always plan B!
Be openminded and let the space for
interviewee answer to your questions
Be well prepared!!!
Self-reflections
Precise assigment instructions (aim,
orientation, expected use of time)
Accurate technical instructions (font,
line space, file format) helps you
organize the data
