Full Presentation Eapril 2011

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DIDI GRIFFIOEN

STAFF DEPARTMENT EDUCATION AND APPLIED RESEARCH, O2

BRIDGING THE GAP

BETWEEN RESEARCH AND TEACHING

IN PROFESSIONAL HIGHER EDUCATION

Praxis in a conceptual framework4 combined presentations

EAPRIL Nijmegen 23-25 November 2011

Didi GriffioenRaoul Engelbert

Wietse v/d LindenKatelijne Boerma

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DUTCH PROFESSIONAL HIGHER EDUCATION

• Part of Secondary Education (1968 -1995)- No research tradition or academic culture- Lecturers were usually not selected on research capabilities- Professional research task by Educational Act (WHBO, 1986)

• Binair system of University and Professional Higher Education (1995)

• Public research funding for professional higher education (2001)

• 4 goals:- Update the curricula- Increase the quality of teaching- Innovate the professional field- Add to the body of professional knowledge

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EFFECTS OF IMPLEMENTING RESEARCH ACTIVITIES

Professionals need to be able to handle more knowledge in their work (Brew, 2008).. Therefore..

- More knowledge based content in professional higher education- Educate / select lecturers on new competences - The organisation needs to adapt: teaching only hybrid organisation- Change in:

• Structure and culture of (interaction between) research and teaching

• Lecturers’ position, due to researchers’ position• Development of an academic / research / critical culture

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PROBLEMS

Professional education usually has little experience in educating research competences, therefore..

Several topics are often discussed intertwined:- The importance of research for the professional field (push/pull)- The type of research (methods / questions) relevant in the

professional field- The relevant educational goals- The relevant methods / orientation / didactics in education- The conditions (organisation, HRM, culture, funding)- The information flow between research and teaching

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PROBLEMS

Professional education usually has little experience in educating research competences, therefore..

Several topics are often discussed intertwined:- The importance of research for the professional field (push/pull)- The type of research (methods / questions) relevant for the

professional field- The relevant educational goals- The relevant methods / orientation / didactics in education- The conditions (organisation, HRM, culture, funding)- The information flow between research and teaching

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GOALS FOR RESEARCH IN EDUCATION(VERBURGH ET AL, 2009)

CURRICULUM GOALS

1. Learn about the results of research

2. Know about methodological / theoretical foundation of results

3. Develop instrumental research skills

4. Develop the competence of being a researcher

5. Develop a critical attitude towards information, and (creating) knowledge

6. Develop curiosity towards disciplinary (professional) developments

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ORIENTATIONS OF RESEARCH(ELSEN ET AL, 2008)

STUDENTS AS PARTICIPANTS

EMPHASIS ON RESERCH CONTENT

I RESEARCH-TUTORED

II RESEARCH-

BASED EMPHASIS ON RESEARCH

PROCESSES AND

PROBLEMSIII RESEARCH-

LED

IV RESEARCH-ORIENTED

STUDENTS AS AUDIENCE

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THREE EDUCATIONAL PROGRAMS:

‘THE TEACHER AS RESEARCHER’STUDENT TEACHERS’ DEVELOPMENT OF

A POSITIVE ATTITUDE TOWARDS RESEARCH AND RESEARCH KNOWLEDGE AND SKILLS IN PRIMARY TEACHER EDUCATION

Wietse van der Linden

supervised by:dr. A. Bakx, dr. A. Ros & prof. dr. D. Beijaard

EXAMPLE 1

EAPRIL 2011 | Contact: [email protected]

BACKGROUND OF MY PROJECT

- Introduction of conducting and using results of research in the curriculum primary teacher education (PTE)

- Design based research (Van den Akker et al., 2007)

- Summer 2008-2012


CONTEXT OF RESEARCH PROJECT

- Primary Teacher Ed. Bachelor degree Professional higher education

- Lack of ‘research culture’ in PTE and in primary schools (Alcorn, 2006; Anderson & Herr, 1999; Gemmell, Griffiths, & Kibble, 2010)

- Unclear what works in PTE


WHAT? (GOALS OF OUR INTRODUCTION COURSE)

Developing a positive attitude towards research

together with

Developing research knowledge and skills


POSITIVE ATTITUDE TOWARDS RESEARCH (BASED ON E.G., AJZEN, 2001; BANDURA, 1986)

A positive attitude towards teacher research occurs when student teachers:

know why and how research is done in practice and are convinced of the importance and the feasibility of conducting and using results of research;

like conducting and using results research;have confidence in own capabilities of conducting and

using results of research;take action to be(come) teacher researchers and plan to

conduct and use it.


Teacher research……makes use of appropriate methodologies and meets regular research criteria like reliability and validity, without reducing the practical relevance

Teacher researchers: have knowledge about the different phases in teacher research; have knowledge of different appropriate research designs and methods; be able to choose (fitting the research questions), develop, execute and

analyze appropriate methods of data collection; have knowledge of the criteria of quality of teacher research and skills to

apply this knowledge in their own research; be able to report research in a way colleagues in education get a clear

view of the process, the results and the practical implications.


COMPARED TO VERBURGH ET AL. (2009)

Learn about the results of research Know about methodological / theoretical foundation of

resultsDevelop instrumental research skillsDevelop the competence of being a researcherDevelop a critical attitude towards information, and

(creating) knowledgeDevelop curiosity towards disciplinary (professional)

developments Focus on teacher research


ELEMENTS OF THE COURSE: ATTITUDE, KNOWLEDGE AND SKILL DEVELOPMENT

Tune on student teachers’ prior knowledge and preconceptions of research;

It must become obvious for students why they are confronted with teacher research in this stadium of their teacher education;

Alternating learning activities, tasks and used examples are authentic for the students;

Learning activities and tasks appear from ‘easy-to-difficult’;

The opportunity to choose subjects of authentic tasks which connect to students’ urgent concerns;

The introduction course needs to be an integral part of the overall curriculum;

Student collaboration in couples or groups/peer feedback


INTRODUCTION COURSE

- PTE Tilburg: second year student teachers (N= +/- 100)- 11 meetings of 2 hours, Sept.-Jan.


EXAMPLE (1): MEETING(S) ON ‘RELIABLE RESOURCES’

Discussion about ‘what is (your/the) truth’?:- Arguing students’ opinions towards different

propositions- Why are you ‘more right’?- What can we do to become more convincing?

What is important in searching for arguments and how can you do it?

Task


EXAMPLE (2): MEETING(S) ABOUT ‘RESEARCH METHODS’

Five authentic examples of teacher research (up to the research questions)

Discussing in groups which method(s) are appropriate and why?

Presenting results + peer feedback


COMPARED TO ELSEN ET AL. (2009)

Research-tutored (writing and discussing tasks, challenging insights);Research-based (students undertaking authentic research activities,

contributing to own insights);Research-oriented (learning the process of knowledge construction by

practicing research activities)

Students are participants in learning from research processes and problems


METHODS

Questionnaire (attitude)Mind maps (knowledge)Evaluating student research reports (skills) Group interviews (course elements)


RESULTS UP TILL NOW

Attitude: important and complex

Knowledge & skills: less in ‘developing methods’ and ‘research design’

Course elements: Working together on authentic tasks, retrieved from examples from practice


TO DO…

Analyses of second ‘cycle’ (2010-2011)Translating findings into design principlesFinishing dissertation…

Thanks for your attention!

KATELIJNE BOERMA

EDUCATIONAL MANAGER & TEACHER

SPORTS, MANAGEMENT & BUSINESS

UNIVERSITY OF APPLIED SCIENCESAMSTERDAM

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BRIDGING THE GAP BETWEEN RESEARCH AND

TEACHING IN PROFESSIONAL HIGHER EDUCATION:

RESEARCH IN BUSINESS STUDIES

EXAMPLE 2

SPORTS, MANAGEMENT & BUSINESS, HVA

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• National and international students: n = 750• Staff: n = 35

• ≠ ‘sportsmanager but manager in the sport’

FOUNDED 10 AGO: A CHANGING SPORTS CULTURE

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2

Interests, Desires & Needs of student

The starting professional

Orientate & OrganizeEvents

Analyze & DevelopProject & market research

Innovation & strategic actionEntrepreneurship & internship

Vision & Profile building

Knowledge & Skills

CoachingWork context

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3

Sport

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RESEARCH COURSE IN THE THIRD YEAR OF THE CURRICULUM OF SPORTS MANAGEMENT AND BUSINESS

Previously:10 ECTS, 1st semester education 2 times 75 minutes per week2nd semester, the conducting of the research project within sports specialityGuidance was initiated by students themselves

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Results:Problem as ≤ 20 % finished the project within the 3rd year Large group of students hadn’t finished the research project prior to their graduation projectSkills weren’t incorporated and≠ Take action to become researchers and plan to conduct and use itEvaluated as a ‘stand alone’ subject with the curriculum

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Change:1st semester: business plan + 3 different supporting subjects (finance, accountacy & marketing management) = 24 ECTSFocus = business plan!Research project ‘fifth wheel on the wagon’Incorporation research project within business studies

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Results:70% finishes the project within the yearStudents are involved and understand why and how research is done in practiceTransfer of developed skills and attitude (graduation project)Both research project as the business plan benefit

= no isolation of research project!

What is on student’s mind, what is a relevant (work) context?


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Curriculum goals:1. Learn about the results of research






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COMPARED TO ELSEN ET AL. (2009)

Research orientation:

Research-oriented (learning the process of knowledge construction by practicing research activities)

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THANK YOU FOR YOUR ATTENTION

[email protected]

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RAOUL ENGELBERT, PHD

DIRECTOR AND ASSOCIATE PROFESSOR

EDUCATION OF PHYSIOTHERAPYUNIVERSITY OF APPLIED SCIENCESAMSTERDAM

BRIDGING THE GAP BETWEEN RESEARCH AND

TEACHING IN PROFESSIONAL HIGHER EDUCATION:

CLINIMETRICS IN PHYSIOTHERAPY

EXAMPLE 3

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EDUCATION OF PHYSIOTHERAPY HVA

• National and international students: n = 1300• Staff: n = 80• Professional in the lead

• Education - patient care - research

Evidence based practice – practice based evidence Clinimetrics Classification - guidelines Clinical reasoning Diagnostics - tailored care

UNIVERSITY OF APPLIED SCIENCES (HVA) + UNIVERSITY HOSPITAL AMSTERDAM (AMC)

CLINIMETRICS WEEK

2010

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CURRICULUM GOALS







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FROM QUESTIONS TOWARDS RESEARCH AND ANSWERS

• What can be measured, how and why ?

• How to measure reliable – valid ?

• Standard operating procedure

• Training, reliability study

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FROM QUESTIONS TOWARDS RESEARCH AND ANSWERS

• Hypothesis

• Measurements

• Data - analysis and interpretation

• Presentations

• Experts opinion

Research-based (Elsen et al, 2008):• students participate in the development of new knowledge, • learn the procedures and processes of data gathering

18 Stations

• Questionnaires• Physical performance• Biomechanical properties• Physical fitness

185 students, 3rd year

measured 200 students, 2nd year

Meetstations

I DemografischActiviteiten

DemografischVragenlijsten

D1 Vragenlijst algemene, sport, roken, alcohol,

voeding

D2 Vragenlijst fysieke activiteiten (SQUASH,

Baecke, IPAQ)

D3 Vragenlijst angst en depressie

D4 VermoeidheidCIS

Demografisch Fysieke testen

D5 Meten lichaamskenmerken

lengte/gewicht/omvang

D6 Pijndruk meter

D7 Vetplooi meting, huid laxiteit

D8 Bloeddruk meting

II Biomechanische kenmerken

SpierkrachtMobiliteit

B 9 Kracht: HHD abductie schouder, dorsiflexie voet,

flexie heup

B 10 Kracht: handknijpkracht

B 11 Kracht: CIMT, inspiraoire kracht

B 12 Kracht: sprongkracht

B 13 Mobiliteit; Sit and reacht test, stand, zit

B 14 Mobiliteit: goniometrie pols, enkel,

knie, elleboog

B 15 Mobiliteit: BreightonscoreBulbena score

III Inspanningsvermogen

Fysieke inspanningsvermogen

I 16 Ästrand test

I 17 Harvard Step test

I 18 Longfunctietesten VC etc

Meetstations






voeding

D2 Vragenlijst fysieke activiteiten (SQUASH, Baecke,

Tegner)


B 9 Kracht: HHD abductie schouder, dorsiflexie voet,

flexie heup




B 13 Mobiliteit; Sit and reacht test, stand,

zit


knie, elleboog




I 16 Ästrand test




D6 Pijndruk meter


D8 Bloeddruk meting


D4 VermoeidheidCIS


Meetstations






voeding

D2 Vragenlijst fysieke activiteiten (SQUASH, Baecke,

Tegner)


B 9 Kracht: HHD abductie schouder,

dorsiflexie voet, flexie heup




B 13 Mobiliteit; Sit and reacht test, stand,

zit


knie, elleboog




I 16 Ästrand test




D6 Pijndruk meter


D8 Bloeddruk meting


D4 VermoeidheidCIS


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RESULTS

Research questions examples:

• Is range of joint motion associated with blood pressure ?

• Are hypermobile students more depressed ?

• Is fatigue associated with physical fittness ?

• Is muscle strength associated with gender ?

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RESULTS

• One week: 8.00-17.00: 50.000 data gathered

• Judgement students: 7.5

• Costs: 20.000 euro (staff, equipment, food)

• Reference values for• 3 articles• Control group for study National ballet• Protocols for research

• Motivated students and teachers participate in (international) research

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CURRICULUM GOALS







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CURRICULUM GOALS






6. Develop curiosity towards disciplinary (professional) developmentsYES WE CAN !!

[email protected]

ASHP / HvA

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Three experiences of combinations of goals and orientation..

• Implications for educational practise / curriculum building

• Implications for the models (content / usability)

CONCLUSION & DISCUSSION

Full Presentation Eapril 2011

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