Advertisement

A Sociocultural Model for Mid-career Post-secondary Teacher Professional Learning

  • Annique BoelrykEmail author
  • Cheryl Amundsen
Chapter
Part of the Professional and Practice-based Learning book series (PPBL, volume 16)

Abstract

This chapter describes a multi-phased, sociocultural model of teacher professional learning that emerged from the findings of a descriptive phenomenological study. The aim of the study was to better understand the complex sociocultural learning process involved in the development of teaching practice for mid-career post-secondary teachers. In post-secondary institutions, increased demand for enhanced teaching and learning practices has led to growth in educational development, a field that supports professional learning related to ongoing development in teaching. Sociocultural research now needs to inform the design of educational development approaches, particularly as it relates to teachers’ authentic experiences of development in teaching. The model, that was the product of that inquiry, comprises a four phase developmental process that includes: (i) a catalyst phase; (ii) an idea development phase; (iii) an implementation phase, and (iv) an outcomes phase. The nature of each phase is explored through discussions of the individual, social, and contextual dimensions as well as interrelationships between these dimensions. Using Billett’s sociocultural theory of co-participation, learning in each phase is examined as the interrelationship between individual intentionality and workplace participatory practices. Educational development approaches are then considered through the lens of the proposed model as it provides an empirical foundation for a sociocultural approach to supporting post-secondary teacher professional learning.

Keywords

Teaching Practice Professional Learning Educational Development Contextual Dimension Idea Development 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

References

  1. Åkerlind, G. S. (2005). Academic growth and development: How do university academics experience it? Higher Education, 50, 1–32.CrossRefGoogle Scholar
  2. Amundsen, C., Saroyan, A., & Frankman, M. (1996). Changing methods and metaphors: A case study of growth in university teaching. Journal on Excellence in College Teaching, 7(3), 3–42.Google Scholar
  3. Amundsen, C., & Wilson, M. (2012). Are we asking the right questions? A conceptual review of the educational development literature in higher education. Review of Educational Research, 82(1), 90–126.CrossRefGoogle Scholar
  4. Baldwin, R. G., & Chang, D. A. (2006). Reinforcing our keystone faculty: Strategies to support faculty in the middle years of academic life. Liberal Education, 92(4), 28–35.Google Scholar
  5. Baldwin, R., DeZure, D., Shaw, A., & Moretto, K. (2008). Mapping the terrain of mid-career faculty at a research university: Implications for faculty and academic leaders. Change Magazine, 40(5), 46–55.CrossRefGoogle Scholar
  6. Barnett, R. (2009). Knowing and becoming in the higher education curriculum. Studies in Higher Education, 34(4), 429–440.CrossRefGoogle Scholar
  7. Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). Berkshire, UK: Open University Press.Google Scholar
  8. Billett, S. (2002). Workplace pedagogic practices: Co-participation and learning. British Journal of Educational Studies, 50(4), 457–481.CrossRefGoogle Scholar
  9. Billett, S. (2004a). Workplace participatory practices: Conceptualising workplaces as learning environments. The Journal of Workplace Learning, 16(6), 312–324.CrossRefGoogle Scholar
  10. Billett, S. (2004b). Co-participation at work: Learning through work and throughout working lives. Studies in the Education of Adults, 36(2), 190–205.Google Scholar
  11. Billett, S. (2009). Conceptualizing learning experiences: Contributions and mediations of the social, personal, and brute. Mind, Culture, and Activity, 16, 32–47.CrossRefGoogle Scholar
  12. Billett, S. (2010). Lifelong learning and self: Work, subjectivity and learning. Studies in Continuing Education, 32(1), 1–16.CrossRefGoogle Scholar
  13. Boelryk, A. (2014). Professional learning and post-secondary teaching: Investigating faculty’s lived experiences of development in teaching practice. Doctoral dissertation, Simon Fraser University, Burnaby, British Columbia, Canada. Retrieved from http://summit.sfu.ca/item/14571
  14. Christensen Hughes, J., & Mighty, J. (Eds.). (2010). Taking stock: Research on teaching and learning in higher education. Kingston, ON: Queen’s School of Policy Studies.Google Scholar
  15. Cox, M., & Richlin, L. (2004). Building faculty learning communities (New Directions for Teaching and Learning, 97). San Francisco, CA: Jossey-Bass.Google Scholar
  16. Dewey, J. (1938). Experience and education. New York, NY: Touchstone.Google Scholar
  17. Engeström, Y. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work, 14(1), 133–156.CrossRefGoogle Scholar
  18. Entwistle, N. (2010). Taking stock: An overview of key research findings. In J. Christensen Hughes & J. Mighty (Eds.), Taking stock: Research on teaching and learning in higher education (pp. 15–51). Kingston, ON: Queen’s School of Policy Studies.Google Scholar
  19. Entwistle, E., & Walker, P. (2000). Strategic alertness and expanded awareness within sophisticated conceptions of teaching. Instructional Science, 28, 335–361.CrossRefGoogle Scholar
  20. Fenwick, T. (Ed.). (2001). Sociocultural perspectives on learning through work (New Directions for Adult and Continuing Education, 92). New York, NY: Wiley.Google Scholar
  21. Gibbs, G., Knapper, C., & Piccinin, S. (2008). Disciplinary and contextually appropriate approaches to learning of teaching in research-intensive academic departments in higher education. Higher Education Quarterly, 62(4), 416–436.CrossRefGoogle Scholar
  22. Giorgi, A. (2009). The descriptive phenomenological method in psychology: A modified Husserlian approach. Pittsburgh, PA: Duquesne University Press.Google Scholar
  23. Gregory, J., & Jones, R. (2009). Maintaining competence: A grounded theory typology of approaches to teaching in higher education. Higher Education, 57, 769–785.CrossRefGoogle Scholar
  24. Higher Education Quality Council of Ontario (HEQCO). (2010). Third annual review and research plan. Toronto, ON: Government of Ontario.Google Scholar
  25. Ho, A., Watkins, D., & Kelly, M. (2001). The conceptual change approach to improving teaching and learning: An evaluation of a Hong Kong staff development programme. Higher Education, 42, 143–169.CrossRefGoogle Scholar
  26. Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.Google Scholar
  27. Kelchtermans, G. (2005). Teachers’ emotions in educational reforms: Self-understanding, vulnerable commitment and micropolitical literacy. Teaching & Teacher Education, 21, 995–1006.CrossRefGoogle Scholar
  28. Kember, D. (2000). Misconceptions about the learning approaches, motivation and study practices of Asian students. Higher Education, 40(1), 99–121.CrossRefGoogle Scholar
  29. Knapper, C. (2010). Changing teaching practice: Barriers and strategies. In J. Christensen Hughes & J. Mighty (Eds.), Taking stock: Research on teaching and learning in higher education. Kingston, ON: Queen’s School of Policy Studies.Google Scholar
  30. Knight, P., Tait, J., & Yorke, M. (2006). The professional learning of teachers in higher education. Studies in Higher Education, 31(3), 319–339.CrossRefGoogle Scholar
  31. Krause, K. (2012). Addressing the wicked problem of quality in higher education: Theoretical approaches and implications. Higher Education Research and Development, 31(3), 285–297.CrossRefGoogle Scholar
  32. Kreber, C. (2003). The relationship between students’ course perception and their approaches to studying in undergraduate science courses: A Canadian experience. Higher Education Research and Development, 22(1), 57–75.CrossRefGoogle Scholar
  33. Kreber, C. (2010). Academics’ teacher identities, authenticity and pedagogy. Studies in Higher Education, 35(2), 171–194.CrossRefGoogle Scholar
  34. Kreber, C., & Castleden, H. (2009). Reflection on teaching and epistemological structure: Reflective and critically reflective processes in ‘pure/soft’ and ‘pure/hard’ fields. Higher Education, 57, 509–531.CrossRefGoogle Scholar
  35. McAlpine, L., & Saroyan, A. (2004). Toward a comprehensive framework of faculty development. In A. Saroyan & C. Amundsen (Eds.), Rethinking teaching in higher education: From a course design workshop to a faculty development framework (pp. 207–232). Sterling, VA: Stylus.Google Scholar
  36. McAlpine, L., & Weston, C. (2000). Reflection: Issues related to improving professors’ teaching and students’ learning. Instructional Science, 28, 363–385.CrossRefGoogle Scholar
  37. McAlpine, L., Weston, C., Timmermans, J., Berthiaume, D., & Fairbank-Roch, G. (2006). Zones: Reconceptualizing teacher thinking in relation to action. Studies in Higher Education, 31(5), 601–615.CrossRefGoogle Scholar
  38. Mezirow, J. & Associates. (Eds.). (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco: Jossey-Bass.Google Scholar
  39. Owen, H. (2008). Open space technology: A user’s guide. San Francisco, CA: Berrett-Koehler Publisher.Google Scholar
  40. Piaget, J. (1971). Biology and knowledge: Edinburgh. Edinburgh, UK: Edinburgh University Press.Google Scholar
  41. Pickering, A. M. (2006). Learning about university teaching: Reflections on a research study investigating influences for change. Teaching in Higher Education, 11(3), 319–335.CrossRefGoogle Scholar
  42. Quality Assurance Agency for Higher Education (QAA). (2012). UK quality code for higher education: A brief guide. Retrieved January 2015, from http://www.qaa.ac.uk/publications/information-and-guidance/publication/?PubID=180#.VNDxwi7G_dQ
  43. Ramsden, P. (2003). Learning to teach in higher education (2nd ed.). New York, NY: RoutledgeFalmer.Google Scholar
  44. Randall, N., Heaslip, P., & Morrison, D. (2013). Campus-based educational development and professional learning: Dimensions and directions. Vancouver, Canada: BCcampus. Retrieved April 2014, from http://scope.bccampus.ca/pluginfile.php/42657/mod_resource/content/2/Campus-Based%20Educational%20Development%20JULY%2C%202013
  45. Roxå, T., & Mårtensson, K. (2009). Significant conversations and significant networks – Exploring the backstage of the teaching arena. Studies in Higher Education, 34(5), 547–559.CrossRefGoogle Scholar
  46. Sadler, I. (2013). The role of self-confidence in learning to teach in higher education. Innovations in Education and Teaching International, 50(2), 157–166.CrossRefGoogle Scholar
  47. Saroyan, A., & Amundsen, C. (Eds.). (2004). Rethinking teaching in higher education: From course design workshop to a faculty development framework. Sterling, VA: Stylus.Google Scholar
  48. Schön, D. (1983). The reflective practitioner: How professionals think in action. London, UK: Temple Smith.Google Scholar
  49. Sorcinelli, M. D., Austin, A. E., Eddy, P. L., & Beach, A. L. (2006). Creating the future of faculty development: Learning from the past, understanding the present. Bolton, MA: Anker Publishing Co.Google Scholar
  50. Trigwell, K. (2010). Teaching and learning: A relational view. In J. Christensen Hughes & J. Mighty (Eds.), Taking stock: Research on teaching and learning in higher education. Kingston, ON: Queen’s School of Policy Studies.Google Scholar
  51. Trigwell, K., Prosser, M., & Waterhouse, F. (1999). Relations between teachers’ approaches to teaching and students’ approaches to learning. Higher Education, 37, 57–70.CrossRefGoogle Scholar
  52. Trowler, P. (2008). Cultures and change in higher education: Theories and practice. New York, NY: Palgrave Macmillan.Google Scholar
  53. van Manen, M. (1997). Researching lived experience: Human science for an action sensitive pedagogy. London, ON: Althouse Press.Google Scholar
  54. Warhurst, R. P. (2008). Cigars on the flight-deck: New lecturers’ participatory learning within workplace communities of practice. Studies in Higher Education, 33(4), 453–467.CrossRefGoogle Scholar
  55. Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.CrossRefGoogle Scholar
  56. Wertsch, J. V. (1991). Voices of the mind: A sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.Google Scholar
  57. Wilson, M. E. (2012). What is known about the relationship between instructional development approaches and effective teaching outcomes? A meta-study of the instructional development research literature. Doctoral dissertation, Simon Fraser University, Burnaby, British Columbia, Canada. Retrieved from http://summit.sfu.ca/item/12204

Copyright information

© Springer International Publishing Switzerland 2016

Authors and Affiliations

  1. 1.Georgian CollegeBarrieCanada
  2. 2.Faculty of Education, Institute for the Study of Teaching and Learning in the DisciplinesSimon Fraser UniversityBurnabyCanada

Personalised recommendations