Navigating in Educational Contexts: Identities and Cultures in Dialogue

NAVIGATING IN EDUCATIONAL CONTEXTS

Navigating in Educational Contexts Identities and Cultures in Dialogue

Edited by Anneli Lauriala University of Lapland, Finland Raimo Rajala University of Lapland, Finland Heli Ruokamo University of Lapland, Finland and Outi Ylitapio-Mäntylä University of Lapland, Finland

SENSE PUBLISHERS ROTTERDAM / BOSTON / TAIPEI

A C.I.P. record for this book is available from the Library of Congress.

ISBN 978-94-6091-520-8 (paperback) ISBN 978-94-6091-521-5 (hardback) ISBN 978-94-6091-522-2 (e-book)

Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands www.sensepublishers.com

Printed on acid-free paper

All rights reserved © 2011 Sense Publishers No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the Publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.

CONTENTS

Foreword Acknowledgements Preface

7 9 11

IDENTITY, CONTEXT, MARGINALITY Teaching and marginality: Lessons from teachers’ life stories Freema Elbaz-Luwisch

17

Innate temperament explains too much from a student’s school achievement? 31 Liisa Keltikangas-Järvinen and Sari Mullola The role of crisis in the development of student teachers’ professional identity Paulien C. Meijer

41

Learning and teaching on spaceship sarth: The search for sustainable values in education Michael Kompf

55

Identity thresholds: Researching the socio-political impact of learning in immersive virtual worlds Maggi Savin-Baden

63

TEACHERS’ PROFESSIONAL DEVELOPMENT AND LEARNING Early formations of teacher identity: Prospective teacher candidates notions of teacher roles Lisa A. Gross and Susan D. Gilbert

79

Exploring the nature of teachers’ professional learning 93 John Loughran, Amanda Berry, Allie Clemans, Stephen Keast, Bianca Miranda, Graham Parr, Philip Riley and Elizabeth Tudball )LYHVWHSVIRUZDUGí developing pedagogical expertise during teacher education Helena Koskinen

103

Taking metacognition a step further: Teachers sharing pedagogical purposes Ian Mitchell and Judie Mitchell

117

5

CONTENTS

“Good pal, wise dad and nagging wife” – and other views of teaching practice mentors Riitta Jyrhämä and Erja Syrjäläinen

137

CONTEXT AND TEACHING Transfer credits in higher education: The path to globalization Christine Arnold and Michael Kompf

153

The right to education: A new foundation for schools and communities Jude Butcher, Anne Benjamin, Chris Sidoti, Anthony Steel and Dawn Casey

165

Cosmologies and lifestyles: A cultural ecological framework and its implications for education systems Phil Bayliss and Patrick Dillon What personal factors motivate the caring teacher? Wendy Moran The effect of teachers’ personal beliefs and emotional intelligence on quality and effectiveness of teaching Lefkios Neophytou, Mary Koutselini and Leonidas Kyriakides

179

191

207

ICT IN TEACHING AND LEARNING Longitudinal study of the relationship between students’ perceptions of their problem solving and ICT skills and their ICT experience as part of their teacher education program 227 Shukri Sanber and Marea Nicholson Professional links – professional support: Promoting the development of TXDOLW\SHGDJRJ\DQGWHDFKHUV¶VHOIHI¿FDF\LQWKHXVHRI,&7ZLWKLQ a supportive professional learning community Carolyn Broadbent, Maureen Boyle and Jo Brady Designing a pedagogical model for virtual reality and simulation-based learning environments of healthcare Tuulikki Keskitalo and Heli Ruokamo

243

259

Online tutoring for media education interns in practical training Leo Pekkala, Päivi Hakkarainen and Harri Heikkilä

271

Contributors Reviewers

281 282

6

FOREWORD

7KLVERRNSHUIHFWO\¿WV,6$77¶VWUDGLWLRQRISURYLGLQJDZLGHUDQJHRIDSSURDFKHV to gaining a meaningful understanding of the processes of teaching and learning. These are aimed at uncovering, through doing research, of what Deweyi called the VLJQL¿FDQFH of what we see, hear, and touch. During our 2009 conference, so EHDXWLIXOO\RUJDQL]HGLQ)LQODQG¶VIDUQRUWKWKHWKHPH³1DYLJDWLQJLQ(GXFDWLRQDO Contexts” was brought to life in the presentations and during the debates. An organization with members from all parts of the globe, is very well positioned to provide a platform for ongoing dialogue about research in education. This book FRQWDLQV VRPH LPSRUWDQW FRQWULEXWLRQV WR WKDW GLDORJXH ³7HDFKHUV PDWWHU´ii, and books about these teachers matter to everyone aiming to educate teachers and to improve teaching in all levels of education. 7KLVERRNIXUWKHUVKDSHV,6$77¶VPLVVLRQWRSURPRWHSUHVHQWGLVFXVVDQGGLVseminate research on teachers and teaching and contribute to theory formation in WKLV ¿HOG ,W SRLQWV DW OLQHV RI UHVHDUFK WKDW DUH EHLQJ GHYHORSHG DW WKLV PRPHQW VXFKDVWHDFKHULGHQWLW\,&7LQHGXFDWLRQDQGQHZZD\VRIDGGUHVVLQJDQGDVVHVVLQJWHDFKHUV¶OHDUQLQJDQGGHYHORSPHQW,WDOVRXQGHUOLQHVWKHFUHDWLYLW\RI,6$77¶V members in approaching research in more dialogical ways, where teachers and students are treated not just as research subjects, but as participants, informants, and even as co-researchers. The collection of papers in this book is a source of inspiration for all researchers who take a more holistic view of research in education, in which a dialogue LV VRXJKW EHWZHHQ UHVHDUFKHUV WHDFKHUV DQG VWXGHQWV ,W DGGUHVVHV NH\ LVVXHV LQ education, captured in four sections that cover the conference contributions. This ERRNIROORZVDWUDGLWLRQRIKLJKO\FLWHGERRNVDQG,DPFRQ¿GHQWLWZLOOHTXDOO\ LQÀXHQFHIXUWKHUUHVHDUFK Paulien C. Meijer ,6$77FKDLU

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Dewey, J. (1938). Experience and Education.1HZZLOO@JHQHUDWHDQHQWKXVLDVWLFDWPRVSKHUHLQP\ classroom via interactions with my students.”

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³,OLNHWRKDYHIXQDQGMRNHDURXQGVR,WKLQNP\ students will enjoy the class.”

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Instructional Artistry Teaching of Content

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A way of doing (actions/goals): The bricoler (individual) ³,¶YHEHHQWROGWKDW,KDYHDZD\RIUHODWLQJGLI¿FXOW LQIRUPDWLRQLQDFOHDUDQGORJLFDOIDVKLRQ´,ZDQWWR give my students a cure for test anxiety.” ³,KDYHPDQ\LGHDVWRLQYROYHGLIIHUHQWWHDFKLQJVWUDWHgies for different types of learners.” ³,ZLOOPDNHVFKRROIXQ´

6L[W\VHYHQSHUFHQWRIWKHPublic and Private participants (20 of the 30) indicated their capacity for nurturance of students, an attribute categorized within the DIIHFWLYH ³EHLQJ ZLWK´ UHODWLRQDO WKHPH 1H[W LQ IUHTXHQF\ ZHUH PRUH WHDFKHU FHQWHUHGDWWULEXWHVRUZKDWVHOIEULQJVWRWKHFODVVURRP2YHUKDOI RIPublic and PrivateJURXSPHPEHUVLGHQWL¿HGVHOIDWWULEXWHVDQGHQYLVLRQHGWKHPVHOYHVDV teachers in their future classrooms.

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CHAPTER 7

ZLWK \RXU SHHUV LW JLYHV \RX WKH FRQ¿GHQFH \RX DFWXDOO\ GR KDYH D ORW RI skills and a lot of experience to share and it validates what you already know. 1DWDOLH For two of the participants, the development of knowledge and skills was important in terms of their ability to use such development as an entrée to promotion and to continue to enhance their work in a positive manner. , ZDQWHG WR GHYHORS P\ VNLOOV LQ OHDGHUVKLS DQG PRYH WRZDUGV /HDGLQJ Teacher type work and towards getting a career in that pathway. (Emma) Only one interviewee (Betty) was involved for the express purpose of developing how to skills for the delivery of Professional Development to others, because she µZDQWHGPRUHRQGHOLYHULQJ3'>SURIHVVLRQDOGHYHORSPHQW@WRRWKHUSURIHVVLRQDOV¶ The majority of interviewees were new to their leadership role and saw the program as a way of assisting and supporting them in their development. Perceived value of the program: Most perceived the value of the program as that of learning through sharing with like-minded people in similar roles and that the knowledge they gained tended to reinforce that which they already knew. For some (5/12), the opportunity to speak to their peers was viewed as a rich experience and ZDVKLJKRQWKHLUOLVWRIWKHLUSHUFHLYHGYDOXHWKDWZDVSDUWLFXODUO\VRIRUWKRVHLQ WKHLU¿UVW\HDURIDOHDGHUVKLSUROH'LVFXVVLRQZLWKFROOHDJXHVZDVVHHQDVKHOSIXO in creating ideas and approaches for further development. :HOO,WKLQNLWMXVWJDYHPHDZKROHQHZSHUVSHFWLYHRQZKDWSURIHVVLRQDO OHDUQLQJLQDVFKRROUHDOO\LV,JXHVV,WKRXJKWRILWEHIRUHDVJRLQJRIIWROLNH a professional development event somewhere else and listening to a speaker and it just gave me a much broader picture of what professional learning can EH LQ \RXU VFKRRO ,W DOVR JDYH PH WKH RSSRUWXQLW\ WR WDON WR ORWV RI RWKHU people who have been doing that for a while in their school. (Anita) 7KH/3/SURJUDPKHOSHGSDUWLFLSDQWVWRWKLQNGLIIHUHQWO\DERXWKRZWRVXSSRUWWKH SURIHVVLRQDOOHDUQLQJRIRWKHUV7KLVLVGHPRQVWUDWHGE\.D\ZKRVDZYDOXHLQWKH SURJUDPLQWHUPVRIQRWRQO\WKHQDWXUHRISURIHVVLRQDOOHDUQLQJLWVHOIEXWZKDWLW is and how it is different from professional development. Half of the interviewees  KDGYLHZVVLPLODUWR.D\ « LW PDGH PH SODQ D ORW PRUH FDUHIXOO\ ZKDW , ZDV JRLQJ WR SUHVHQW DQG KRZ,ZDVGRLQJLWDQGLWPDGHPHWKLQNRIDORQJHUWHUPSURMHFW,KDGDORW more forward planning going into the actual presentation and planning out VWHSE\VWHSVHTXHQWLDOO\ZKDWLWZDVWKDW,ZDVJRLQJWRGRLQWHUPVRIWKDW SURIHVVLRQDODFWLRQ.D\ $ QDWXUDO FRQVHTXHQFH RI WKLQNLQJ DERXW SURIHVVLRQDO OHDUQLQJ LQ WKH ZD\ WKHVH interviewees described it is highlighted by the way they thought about the need to 98

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share their learning with others both formally and informally. ,¶YHUHSRUWHGWRWKH6FKRRO&RXQFLODQGP\3ULQFLSDODERXWWKHSURIHVVLRQDO learning program and shared it with colleagues who have entered leadership programs this year or intend to do it for next year. (Tom) Perspectives on cases: )RUPDQ\RIWKHLQWHUYLHZHHV WKHYDOXHLQWKH¿QDO product, the cases book, came from identifying with similar dilemmas and learning QHZDQGYDULHGVWUDWHJLHVIRUGHDOLQJZLWKWKHP³,UHDGVRPHRIWKHRWKHUFDVHV DQG IRXQG LW LQWHUHVWLQJ WKDW ZH DOO KDG WKH VDPH SUREOHPV , JDYH RQH FRS\ >RI WKHERRN@WRP\3ULQFLSDORQKLVUHTXHVWDQGKHKDVVDLGLWKDVEHHQIDQWDVWLFWR UHDG,HQMR\HGVHHLQJP\SLHFHRIZULWLQJLQDERRN´([WHQGLQJWKLVYLHZ.D\ HQWKXVLDVWLFDOO\VWDWHGWKDWWKHFDVHVERRNZDV³UHDOO\XVHIXOIRUPHDVD3ULQFLSDO to read it because a lot of it centred on issues to do with leadership support in terms of professional development.” The cases book was a resource that interviewees valued as it validated the development of their own professional knowledge and offered a range of other experiences that helped to extend their understanding of professional learning beyond their own individual situation. %HWW\ >0\ FDVH DQG WKH ERRN LWVHOI@ LW ZDV SXW EHDXWLIXOO\ UHDOO\ VR , ZDV TXLWHKDSS\ Anita hints at an aspect of the cases book that was common for all participants. They shared the book with others as a resource and could see possibilities for its use, but even for those who had not used the book themselves, that personal lack of XVHGLGQRWDSSHDUWRGLPLQLVKWKHLUSHUFHLYHGYDOXHRIFDVHZULWLQJ «RQHRIRXUFXUUHQWOHDGLQJWHDFKHUVZKRKDVJRQHLQWRWKH/HDGLQJ3URIHVVLRQDO /HDUQLQJ SRVLWLRQ ZKHQ VKH ZDV DSSO\LQJ IRU KHU SRVLWLRQ , WROG KHUDERXWLWDQGJDYHLWWRKHU,¶YHFHUWDLQO\VKDUHGWKHFDVHVZLWKRXUQHZ OHDGHURISURIHVVLRQDOOHDUQLQJ«,WKRXJKWWKDWLW>FDVHZULWLQJ@ZDVJRRG >WKRXJK@«,IHOWLPSRUWDQWDQGSDUWRIDOHDGHUVKLSSURJUDPDQGWKHQDWWKH HQGZKHQWKHWLPHDQGHQHUJ\ZDVSXWLQWRKHOSLQJXVZULWHXSWKHFDVH«LW JDYHXVSUREDEO\DIUDPHZRUNWRVWUXFWXUHRXUUHÀHFWLRQ,HQMR\HGWKHFDVH writing. (Tom) /LNH7RP DOO RI WKH LQWHUYLHZHHV ZHUH FRQVLVWHQWO\ RI WKH YLHZ WKDW FDVH ZULWLQJ ZDVDPHDQLQJIXOUHÀHFWLYHSURFHVVWKDWKHOSHGWKHPWRFODULI\DUDQJHRILVVXHV LQWKHLUSUDFWLFH)RU6DOO\FDVHZULWLQJDQGWKHXVHRIWKHFDVHVRIIHUHGKHUQHZ perspectives on professional learning that had a major impact on her understanding RISUDFWLFH ,WKLQNLW¶VDUHDOO\VWURQJWRRO«,IVRPHRQHDVNVPHDTXHVWLRQ,ZRXOGVD\ ³/RRNJLYHPHDPLQXWH´DQG,¶GKDYHDORRNEDFNDQGVHHLIVRPHRQHKDG 99

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been in a similar sort of situation where they were leading a meeting and they KDGRIWKHLUJURXSWKDWZHUHWXQHGRXWDQGZKDWVWUDWHJLHVGLGWKH\XVH to captivate their audience or what turned the meeting around that was the big PRPHQW«6R,¶YHDFWXDOO\XVHGWKHPWKDWZD\ZKLFKKDVEHHQIDEXORXV« ,PXVWDGPLWZKHQZHDOOGLGLW>ZURWHRXURZQFDVHV@LWZDVUHDOO\GDXQWLQJ DQGHYHU\RQHIRXQGLWDOLWWOHELWKDUG«2XULQLWLDOUHDFWLRQZDV\RXUW\SLFDO ³RKWKLVFRXOGEHWRRKDUGDQGZKDWDP,JRLQJWRGR"´%XWRQFHZHDOOJRW writing, it was really valuable because it really did get you, not to just look at a situation at the surface level, but to actually go right behind it and ask what WKHRWKHUSHRSOHZHUHIHHOLQJ .40, loadings to more than one factor with second factor loading >0.3 and GLIIHUHQFH EHWZHHQ WKH WZR IDFWRUV ORDGLQJ !  &URQEDFKV¶ DOSKD DQG 3HDUVRQ Correlation >0.3). Afterwards items were entered or removed in order to obtain the PRVWLQWHUSUHWDEOHVROXWLRQ'HVSLWHWKHIDFWWKDWERWKSDUWVRIWKHTXHVWLRQQDLUHUHsulted into interpretable factor solutions, only factors from the second part were reWDLQHGLQWRRXU¿QDOPRGHOVLQFHPXOWLOHYHODQDO\VLVLQGLFDWHGQRHIIHFWRQTXDOLW\ 212

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DQGHIIHFWLYHQHVVIURPWKHIDFWRUVRIWKH¿UVWSDUWRIWKHTXHVWLRQQDLUHiii. The factor structure that resulted from the factor analysis is presented in table A3 (appendix). 7KXVFRQFHUQLQJWKHVHFRQGSDUWRIWKHTXHVWLRQQDLUHYDULPD[RUWKRJRQDOURWDWLRQ SURGXFHGIRXUIDFWRUVUHVSRQVLEOHRIWKHYDULDQFH&URQEDFKV¶DOSKDIRUHDFK IDFWRUVFDOHZDVțĮȚUHVSHFWLYHO\7KH¿UVWIDFWRUQDPHGDV Immediate Teaching DutiesH[SODLQHGRIWKHYDULDQFHZKLOHWKHVHFRQGIDFWRU Non-teaching duties, was UHVSRQVLEOHIRURIWKHYDULDQFH7KHWKLUGIDFWRU was named as Student Assessment DutiesDQGH[SODLQHGDQGWKHIRUWKIDFWRU Duties of Communication and Collaboration, H[SODLQHGRIWKHYDULDQFH 0XOWLOHYHO DQDO\VLV ZDV QRW RQO\ SHUIRUPHG DERXW WKH %HOLHIV¶ 4XHVWLRQQDLUH $OOWKHIDFWRUVWKDWHPHUJHGIURPDOOWKHLQVWUXPHQWV%HOLHIV4XHVWLRQQDLUH(4L DQG 06&(,7  ZHUH HQWHUHG LQWR D ¿QDO PRGHO WR WHVW WKH UHODWLRQVKLS DPRQJ WKH YDULDEOHVRIRXUVWXG\)LQDODQDO\VLVZDVH[HFXWHGXVLQJWKH0/:LQ5DVEDVKHW al., 2002) multilevel analysis software. Diagram 1 presents the effect that our indeSHQGHQWYDULDEOHVKDYHRQ4XDOLW\DQG(IIHFWLYHQHVVRI7HDFKLQJ $FFRUGLQJWR'LDJUDPRQO\IDFWRUVDSSHDUWRKDYHVWDWLVWLFDOO\VLJQL¿FDQWHIIHFWRQ4XDOLW\RI7HDFKLQJ7ZRRIWKHVHIDFWRUVGHULYHGIURP(4L$GDSWDELOLW\ DQG*HQHUDO0RRG DQGWZRIURPWKH4XHVWLRQQDLUHRQ7HDFKHUV¶%HOLHIV'LUHFW 7HDFKLQJ 'XWLHV  6WXGHQW$VVHVVPHQW  1RQH RI WKH 06&(,7 IDFWRUV DSSHDUHG WRKDYHDVWDWLVWLFDOO\VLJQL¿FDQWLPSDFWRQ4XDOLW\DQG(IIHFWLYHQHVVRI7HDFKLQJ $GDSWDELOLW\KDVWKHVWURQJHUHIIHFWRQ4XDOLW\ KHQFHH[SODLQLQJRILWV YDULDQFH *HQHUDO 0RRG DOVR DSSHDUHG WR KDYH D VWDWLVWLFDOO\ VLJQL¿FDQW HIIHFW RQ 4XDOLW\   ZKLFK LV KRZHYHU YHU\ ORZ LQ FRPSDULVRQ ZLWK$GDSWDELOLW\ 2EVHUYLQJWKHIDFWRUVWKDWHPHUJHGIRUWKH%HOLHIV¶4XHVWLRQQDLUH'LUHFW7HDFKLQJ 'XWLHV 6WXGHQW$VVHVVPHQW ZHFDQVHHWKDWHDFKRQHRIWKHPLVUHVSRQVLEOHIRU RIWKHYDULDQFHLQ4XDOLW\RI7HDFKLQJ)LQDOO\ZHFDQREVHUYHWKDWQRQHRIWKH factors has a direct effect on Effectiveness. However we may see indirect effects, PHGLDWHGE\4XDOLW\

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'LDJUDP7KH¿QDOPRGHO2EVHUYHGFRUUHODWLRQVEHWZHHQ(PRWLRQDO,QWHOOLJHQFH7UDLW and Ability), Teachers Personal Beliefs and Theories and their effect on Quality and Effectiveness of Instruction at the Student and Teacher Level.

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7KHDLPRIWKLVVWXG\ZDVWRH[DPLQHLIWKHYDULDEOHVRI(PRWLRQDO,QWHOOLJHQFHWUDLW RUDELOLW\ DQG7HDFKHUV¶%HOLHIVKDYHDQHIIHFWRQWKH4XDOLW\DQG(IIHFWLYHQHVVRI instruction. :HEHJLQE\GLVFXVVLQJWKHHIIHFWWKDWWHDFKHUV¶EHOLHIVKDYHRQWHDFKLQJ2XU UHVXOWVEURXJKWWRVXUIDFHVSHFL¿FQHVWHGSUHVXPSWLRQVWKDWWHDFKHUVVKDUH7KHVH SUHVXPSWLRQVZHUHWKHUHVXOWRIWKHIDFWRUDQDO\VLVRIWKH¿UVWSDUWRIWKH%HOLHIV¶ TXHVWLRQQDLUH DQG KDG WR GR ZLWK EHOLHIV DQG DWWLWXGHV DERXW FRQWHPSRUDU\ SHGDJRJLFDODSSURDFKHVPLVFRQFHSWLRQVDERXWJRRGWHDFKLQJWHDFKHUV¶VRFLDOUROHDQG teacher centred instruction. The existence of presumptions, according to Boulgaris (2003) may hinder any attempt for change and block innovations (Pajares, 1992) WKXV UHVXOWLQJ LQWR HQIRUFLQJ FRQVHUYDWLYH DSSURDFKHV PLQLPL]H ÀH[LELOLW\ DQG cause indecisiveness. The indication of these factors associated with presumpWLRQV PD\ EH LQWHUHVWLQJ LW ZDV QRW KRZHYHU DVVRFLDWHG ZLWK WKH 4XDOLW\ DQG (IIHFWLYHQHVV RI 7HDFKLQJ DV GH¿QHG LQ WKH '0(( 7KLV ¿QGLQJ LQGLFDWHV WKH H[LVWHQFH RI D JDS WKDW GLVWLQJXLVKHV WKHRU\ DQG SUDFWLFH 9DULRXV VWXGLHV KDYH SRLQWHG RXW WKLV GLYLGH LH 'XII\ DQG$QGHUVRQ  .LQ]HU  ȀRXWVHOLQL  3HUVLDQLV  3RXOVRQ HW DO  5HDGHQFH .RQRSDN DQG :LOVRQ   $V .RXWVHOLQL   SRLQWV RXW WKH UHODWLRQVKLS EHWZHHQ EHOLHIV DQG SUDFWLFH LV FRPSOH[DQGDSSHDUVWREHGLDOHFWLFDOUDWKHUWKDQXQLODWHUDOLQWKDWSUDFWLFHGRHV 214

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not always follow directly from beliefs. Although there may be some congruence between practice and beliefs, the relationship is not so strong. There is a conseTXHQWSRWHQWLDOIRUFRQÀLFWERWKLQWHUQDOO\ZLWKLQWKHFRUSXVRIEHOLHIVKHOGDQGH[ternally with the reality of teaching, of schools and of the education system within ZKLFKWHDFKHUVRSHUDWH'XII\DQG$QGHUVRQ3RXOVRQHWDO 6RZKLOH teachers may be able to articulate their beliefs outside the classroom, their actual practices are often governed by the nature of teaching and classroom life and the constraints, which these impose (Poulson et al, 2001). +RZHYHUDVLJQL¿FDQWHIIHFWZDVREVHUYHGZKHQLWFDPHWREHOLHIVDVVRFLDWHG ZLWKWKHLPSRUWDQFHRIVSHFL¿FWHDFKLQJGXWLHV2XUUHVXOWVLQGLFDWHWKDWWKHIDFWRUV Direct Teaching Duties and Student Evaluation tasksKDYHDVWDWLVWLFDOO\VLJQL¿FDQW DQG GLUHFW LPSDFW RQ 4XDOLW\ RI7HDFKLQJ DQG ,QGLUHFW RQ (IIHFWLYHQHVV 7KHVH two factors are those that are directly related to the teaching duties at the classroom OHYHO 7KLV ¿QGLQJ LQGLFDWHV WKDW WHDFKHUV¶ EHOLHIV KDYH DQ HIIHFW RQ WKH 4XDOLW\ and Effectiveness of instruction when they are associated with the actual teaching GXWLHVWKDWDWHDFKHUFDQFRQWURO$WHDFKHU¶VEHOLHIVDERXWWKHLPSRUWDQFHof DirectImmediate Teaching Duties and Student Evaluation are something that the teacher can directly apply in his/her practice. This kind of beliefs escapes the notion of WDFLWDQGLPSOLFLWVLQFHLWLVGLUHFWO\FRQQHFWHGZLWKDWHDFKHU¶VHYHU\GD\URXWLQH ,Q WKLV FRQWH[W WKH QRWLRQ RI EHOLHIV FDQ EHFRPH D FOHDU JXLGH IRU SUDFWLFH 7KH importance of beliefs in terms of duties performed in everyday teaching is further enforced by the fact that the other two of the factors that emerged from the factor DQDO\VLV RI VHFRQG SDUW RI WKH TXHVWLRQQDLUH Non teaching duties, and Duties of Communication and Collaboration) ZHUHOHIWRXWRIWKHPRGHO,WLVWKHUHIRUHHYLdent that teachers´ beliefs about duties that are not directly related to teaching (adPLQLVWUDWLYHFROODERUDWLYHHWF KDYHQRVWDWLVWLFDOO\VLJQL¿FDQWHIIHFWRQWKH4XDOLW\ and Effectiveness of instruction. Hence, the classroom level appears to be the most VLJQL¿FDQWOHYHOLQWHUPVRIXQGHUVWDQGLQJWKHLQVWUXFWLRQDOSURFHVV7KLV¿QGLQJLV LQOLQHZLWKPDQ\RWKHUUHVHDUFK¿QGLQJVLH&UHHPHUV7HGGOLH 5H\QROGV   VWUHVVLQJ WKH FODVVURRP OHYHO DV D SHUTXLVLWH IRU XQGHUVWDQGLQJ LQÀXHQFHV RQ DOO RWKHU OHYHOV 6XPPDUL]LQJ WKH ¿QGLQJV LQ WHUPV RI EHOLHIV DQG WKHLU HIIHFW RQWHDFKLQJZHFDQFRQFOXGHWKDWRQO\EHOLHIVDVVRFLDWHGZLWKWHDFKHUV¶HYHU\GD\ SUDFWLFHDUHWKRVHKDYLQJDQHIIHFWRQTXDOLW\DQGHIIHFWLYHQHVVRILQVWUXFWLRQ :H QRZ FRQWLQXH E\ H[DPLQLQJ WKH UHODWLRQ EHWZHHQ (PRWLRQDO ,QWHOOLJHQFH DQG4XDOLW\(IIHFWLYHQHVVRI7HDFKLQJ5HVXOWVLQGLFDWHGWKDWRQO\RQHRIWKHWZR PRGHOV RI (, QDPHO\ EI as mixed/ trait ability (EIm) KDV DQ LPSDFW RQ 4XDOLW\ (IIHFWLYHQHVV7KHIDFWWKDWRQO\RQHRIWKHWZRPRGHOVRI(,KDVSURYHGWRKDYHDQ HIIHFWRQ4XDOLW\GRHVQRWFRPHDVDVXUSULVHGXHWRWKHIDFWWKDWWKHWZRPRGHOV GHVSLWHWKHLUFRPPRQQDPHVWLOODUHGLVWLQFWHQWLWLHVLHǺUDFNHWDQG0D\HU 2¶6XOOLYDQ03HWULGHV )XUQKDP 7KHHIIHFWRI(,WRQ4XDOLW\ (IIHFWLYHQHVVRIWHDFKLQJLVQRWKRZHYHUDWWULEXWHGWRWKHWRWDOFRQVWUXFW,WLVUDWKHU WKHRXWFRPHRIWZRRILWVGLPHQVLRQV$GDSWDELOLW\DQG*HQHUDO0RRG$GDSWDELOLW\ DSSHDUV WR KDYH WKH VWURQJHU HIIHFW RQ 4XDOLW\   KHQFH H[SODLQLQJ  RI LWV YDULDQFH7KLV¿QGLQJLVDJDLQPRUHRUOHVVH[SHFWHGHVSHFLDOO\ZKHQRQHFRQVLGHUV WKH HQYLURQPHQWV LQ ZKLFK WHDFKHUV ZRUN &ODVVURRPV DUH QRW MXVW EXLOGLQJV 215

CHAPTER 15

WKH\DUHDUHQDVRIVRFLDOLQWHUDFWLRQ7KXVEHLQJÀH[LEOHDQGDGDSWDEOHLVDSUHUHTuisite for effective teaching nowadays more than ever, when differentiation of inVWUXFWLRQLVFRQVLGHUHGDVDQHVVHQWLDOSDUWRISURIHVVLRQDOHWKLFV$ÀH[LEOHWHDFKHU is more likely to respond better in the demands placed by the contemporary mixed DELOLW\ FODVVURRPV DQG WKHUHIRUH EH PRUH HIIHFWLYH 2Q WKH RWKHU KDQG *HQHUDO 0RRGDFFRUGLQJWR%DU2Q FRQVLVWVRIWZRVSHFL¿FDELOLWLHV+DSSLQHVVDQG Optimism. These abilities are associated with a general feeling of cheerfulness and HQWKXVLDVP7KHUHIRUHDWHDFKHUPDVWHULQJWKHVNLOOVDVVRFLDWHGZLWK*HQHUDO0RRG would be more likely to create a colourful and joyful classroom culture that could EH EHQH¿FLDO LQ WHUPV RI DGYDQFLQJ VWXGHQWV¶ OHDUQLQJ &RQVLGHULQJ KRZHYHU WKH PDJQLWXGHRIWKHLQÀXHQFHWKDW*HQHUDO0RRGKDVRQ4XDOLW\DQG(IIHFWLYHQHVVRI WHDFKLQJRQHPXVWQRWEDUJHLQWRDPELWLRXVFODLPVRYHUHVWLPDWLQJLWV¶LPSRUWDQFH 2XUUHVXOWVSRLQWRXWWKDW(,DQGWHDFKHU¶VEHOLHIVKDYHDQHIIHFWRQWKH4XDOLW\ and Effectiveness of teaching. However, it is important to examine the nature of WKHHIIHFW$VRXUDQDO\VLVUHYHDOVDOOWKHIDFWRUVLQFOXGHGLQRXU¿QDOPRGHOKDYH DGLUHFWLPSDFWRQ4XDOLW\DQGDQLQGLUHFWLPSDFWRQ(IIHFWLYHQHVV$Q\HIIHFWRQ (IIHFWLYHQHVVLVWKHUHIRUHPHGLDWHGE\4XDOLW\7KLV¿QGLQJLVRIH[WUHPHLPSRUWDQFHZKHQZHH[DPLQHWKHUHODWLRQEHWZHHQ(,%HOLHIVDQG4XDOLW\(IIHFWLYHQHVV RIWHDFKLQJ7KHGH¿QLWLRQRIHIIHFWLYHQHVVDGRSWHGE\PDQ\VWXGLHVLQHGXFDWLRQLV XVXDOO\QDUURZPDWFKLQJHIIHFWLYHQHVVZLWKWKHRXWFRPHRIVWXGHQWV¶SHUIRUPDQFH LH(GLVRQ'XII\DQG$QGHUVRQ'XII\DQG%DOO-DHJHU 1HVSRU3DUNHUHWDO6FKXWWHHWDO6ZDUW 7KLVDSSURDFK may provide information that can guide educational and social policy on the macro level. However, little information can be derived that can be used at the micro level DQGSURYLGHWHDFKHUVZLWKLQIRUPDWLRQRQKRZWRWHDFKEHWWHU7KHNH\¿QGLQJLQ RXU UHVHDUFK LV WKDW WKH LPSDFW RI (, RQ HIIHFWLYHV LV LQGLUHFW +HQFH 4XDOLW\ DSSHDUVWREHDIDFWRUWKDWQHHGVWREHFRQVLGHUHGZKHQWU\LQJWRDVVRFLDWH(,WHDFKHUV¶EHOLHIVDQGWHDFKLQJ4XDOLW\LVWKHLQGLFDWRURIKRZZHOODWHDFKHULVDEOHWR consider and put into practice all those things that contemporary research has indiFDWHGDVLPSRUWDQWIRUVWXGHQWOHDUQLQJ&DPEHOO.\ULDNLGHV0XLMVDQG5RELQVRQ  (IIHFWLYHQHVVPD\EHUHÀHFWHGE\D¿QDOPDUNLQGLFDWLQJWKHGLIIHUHQFHLQ VWXGHQWV¶SHUIRUPDQFHEHIRUHDQGDIWHUDQLQWHUYHQWLRQ7KLV¿QDOPDUNLVQRWKRZHYHUDXQLODWHUDOIDFWRU(TXDOL]LQJHIIHFWLYHQHVVVROHO\ZLWKVWXGHQWV¶SHUIRUPDQFH in tests encapsulates the danger of neglecting many other important factors. We do not suggest that all these factors can actually be found or controlled. However, foFXVLQJRQWKHQRWLRQRITXDOLW\ZHDUHDEOHWRGLVFULPLQDWHDPRQJFRQWUROODEOHDQG non-controllable effectiveness factors. Thus, the endeavour of improving education FDQ EHFRPH IRFXVHG DQG HI¿FLHQW$FNQRZOHGJLQJ TXDOLW\ LQ ERWK UHVHDUFK DQG LQWHUYHQWLRQGHVLJQVFDQLQIRUPKRZWHDFKHUVFDQLPSURYHWKHLUSUDFWLFH,QWKLV way effectiveness becomes tangible, manageable and improvable.

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Joining the process-product and the beliefs models facilitates understanding of both the processes and the agents of teaching. Having a concrete knowledge on both these factors, the product of teaching -which is none else than learning – can certainly improve. The venture of improving teaching should probably begin with D FRPSUHKHQVLRQ RI WKH WHDFKHU ,QVLJKWV DERXW WHDFKHUV¶ EHOLHIV DWWLWXGHV DQG emotions are of a paramount importance. However, these insights need not to be FRQVXPHG LQWR DQ HQGOHVV WKHRUHWLFDO HQGHDYRXU ,I UHVHDUFK RQ WHDFKHUV¶ EHOLHIV wants to be aligned with effectiveness it should be focused on what teachers WKLQN DERXW WKH WDVNV SHUIRUPHG LQ WKHLU HYHU\GD\ SUDFWLFH 6LPLODUO\ HPRWLRQV and emotional intelligence abilities come into play when they are connected with WKHFKDOOHQJHVRIWKHFODVVURRPV¶VRFLDOHQYLURQPHQW(IIHFWLYHWHDFKLQJFDOOVIRU ÀH[LEOH KDSS\ DQG RSWLPLVWLF LQGLYLGXDOV$SSDUHQWO\ UHVHDUFK RQ HIIHFWLYHQHVV needs to seek answers and device methods that would help teachers feel happy in WKHLU FDUHHU FKRLFHV ,Q DGGLWLRQ UHVHDUFK VKRXOG SURYLGH DQ DUUD\ RI WHFKQLTXHV that would make teachers more emotionally competent into handling frustrating conditions. Prescription and regulation of teachers behaviour is not however an option. The future is unpredictable and therefore impossible to prepare for any precise set of FRQGLWLRQV 6R ZKDW FDQ WHDFKHU HGXFDWRUV GR" 0DQ\ \HDUV DJR WKH SURPLQHQW American philosopher John Dewey, addressing the issue of preparation for the fuWXUHPDGHDVLPSOHEXWVWULNLQJDUJXPHQW³7RSUHSDUHKLPIRUWKHIXWXUHOLIHPHDQV to give him command of himself” (Dewey, 1929, p. 293). Dewey was of course UHIHUULQJWRWKHFKLOGKLVVXJJHVWLRQVDUHQHYHUWKHOHVVDSSOLFDEOHWRWKHWHDFKHUDV well. Teachers would be more effective if they are able to understand their own SUDFWLFHH[SODLQDQGFKDOOHQJHWKHLUEHOLHIVDQGEHFRPHDI¿OLDWHGZLWKWKHLUHPRtions. An alliance between the process-product and beliefs models is apparently much better than a mere competition. 5()(5(1&(6 Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): Technical manual7RURQWR&DQDGD0XOWL +HDOWK6\VWHPV,QF %DU2Q5 7KH%DU2QPRGHORIHPRWLRQDOVRFLDOLQWHOOLJHQFH,Q3)HUQiQGH]%HUURFDO 1 ([WUHPHUD*XHVW(GV (PRWLRQDO,QWHOOLJHQFH>6SHFLDO,VVXH@3VLFRWKHPD, 13–25. %RXOJDULV1RYHPEHU Questionnaire of teachers personal theory3DSHUSUHVHQWHGDWWKH$8/$ FRQIHUHQFHRIWKH6FKRRORI3KLORVRSK\8QLYHUVLW\RI$WKHQV$WKHQV*UHHFHLQJUHHN  %RULFK*' Observation Skills for Effective Teaching.(6thHG $OO\Q %DFRQ %UDFNHW0$ 0D\HU-' &RQYHUJHQWGLVFULPLQDQWDQGLQFUHPHQWDOYDOLGLW\RIFRPSHWLQJ model of measures of emotional intelligence. Personality and Social Psychology Bulletin, 29(9), 1–12. %URSK\- *RRG7/ 7HDFKHU%HKDYLRXUDQG6WXGHQW$FKLHYHPHQW,Q0&:LWWURFN(G  Handbook of Research on TeachingSS± 1HZ