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Teachers’ professional development at work An organisational and task perspective Arnoud Evers  Karel Kreijns Beatrice van der Heijden John Gerrichhauzen
Overview presentation ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Importance of teachers’ professional development ,[object Object],[object Object],[object Object],[object Object]
What is learning at work? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Why an  organisational  and task perspective? ,[object Object],[object Object]
Research questions ,[object Object],[object Object],[object Object]
Research question 1) ,[object Object]
Theoretical framework Participation in learning activities at the workplace and predictors (Kwakman, 1999, 2003, strongly simplified) Organisational factors Organisational factors Occupational expertise Task factors Participation in professional learning activities Occupational expertise and predictors  (Van der Heijden, 2003,  strongly simplified )
The proposed working model ,[object Object],[object Object],Participation in professional learning activities Occupational expertise Task factors
The proposed elaborated model based on further literature search and expert meeting ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Participation in professional learning activities Occupational expertise Tasks factors - Work pressure - Emotional demands - Autonomy - Learning value of the function - Tasks apart from teaching
Research question 2) ,[object Object]
Development questionnaire and data collection ,[object Object],[object Object],[object Object],[object Object],[object Object]
Analyses ,[object Object],[object Object],[object Object]
Preliminary results of factor analysis on professional learning activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Preliminary results of multiple regression analyses   ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Output multiple regression analysis 1   Dependent variable:  Reflection and feedback R square = 12% Standardised Beta Significance Organisational  factors Learning climate 0,08 0,23 Member of team -0,01 0,93 Transformational leadership -0,07 0,38 Social support supervisor 0,13 0,10 Social support colleagues 0,16** 0,01 Task  factors Work pressure 0,13* 0,03 Emotional demands 0,06 0,28 Autonomy 0,06 0,27 Learning value of function 0,13* 0,03 Tasks apart from teaching -0,01 0,21 * p < .05 ** p < 0,01
Output multiple regression analysis 2   Dependent variable:  Collaboration (with colleagues) to improve school developme nt R square = 16% Standardised Beta Significance Organisational  factors Learning climate 0,03 0,68 Member of team 0,07 0,16 Transformational leadership -0,03 0,69 Social support supervisor 0,21** 0,005 Social support colleagues 0,12* 0,04 Task factors Work pressure 0,13* 0,03 Emotional demands 0,03 0,53 Autonomy 0,03 0,63 Learning value of function 0,06 0,28 Tasks apart from teaching 0,24** 0,000 * p < .05 ** p < 0,01
Conclusions ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]
Discussion questions ,[object Object],[object Object]
Discussion questions ,[object Object],[object Object],[object Object]

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Presentation eapril 2010

  • 1. Teachers’ professional development at work An organisational and task perspective Arnoud Evers Karel Kreijns Beatrice van der Heijden John Gerrichhauzen
  • 2.
  • 3.
  • 4.
  • 5.
  • 6.
  • 7.
  • 8. Theoretical framework Participation in learning activities at the workplace and predictors (Kwakman, 1999, 2003, strongly simplified) Organisational factors Organisational factors Occupational expertise Task factors Participation in professional learning activities Occupational expertise and predictors (Van der Heijden, 2003, strongly simplified )
  • 9.
  • 10.
  • 11.
  • 12.
  • 13.
  • 14.
  • 15.
  • 16. Output multiple regression analysis 1 Dependent variable: Reflection and feedback R square = 12% Standardised Beta Significance Organisational factors Learning climate 0,08 0,23 Member of team -0,01 0,93 Transformational leadership -0,07 0,38 Social support supervisor 0,13 0,10 Social support colleagues 0,16** 0,01 Task factors Work pressure 0,13* 0,03 Emotional demands 0,06 0,28 Autonomy 0,06 0,27 Learning value of function 0,13* 0,03 Tasks apart from teaching -0,01 0,21 * p < .05 ** p < 0,01
  • 17. Output multiple regression analysis 2 Dependent variable: Collaboration (with colleagues) to improve school developme nt R square = 16% Standardised Beta Significance Organisational factors Learning climate 0,03 0,68 Member of team 0,07 0,16 Transformational leadership -0,03 0,69 Social support supervisor 0,21** 0,005 Social support colleagues 0,12* 0,04 Task factors Work pressure 0,13* 0,03 Emotional demands 0,03 0,53 Autonomy 0,03 0,63 Learning value of function 0,06 0,28 Tasks apart from teaching 0,24** 0,000 * p < .05 ** p < 0,01
  • 18.
  • 19.
  • 20.