Ipec iodl&icem 2010

Maria João Loureiro
Oporto
Aveiro
Coimbra

Collaboration and Social Roles: IPEC| IODL & ICEM, Anadulo Univ, 2010

University of Aveiro

• created in 1973
• around 12.000 students
• graduate and post-graduate
courses
• teachers education
• sciences, math, …
• engineering
• Health
• …
• member of the European
Consortium of Innovative
Universities, ECTS label.


Previous research

• impact of teachers education courses (post-
graduation) in teachers practices
• gap between research and practice (context
Science Education, …)
• teachers with MsD, thus involved in experiential
action/research are willing to innovate their
practices -> can contribute to sustainable
educational changes and innovation


Previous research
Project “Culturas” – 2006 (constrains to school innovation)

A – intra and inter 25
communities connections Interviews
20

Frequency
B – attitudes toward
innovation emerging from 15 Dissertations
research
C – nature of teachers’ 10
training 5
D – school resources and
management 0
E – representations
F – theoretical discourse
A B C D E F G
G - educational policy
Categories of the constraints
IPEC site http://ipecproject.wordpress.com/a-nossa-producao

Science Education Research and School Practices:
evaluation perspectives

Dynamics of Interaction


Summary

• project presentation
• participants
• methodology
• results
– collaboration and leadership roles
• final thought


Project presentation

gap between educational interaction between those com-
research and practitioners munities should be promoted

assumptions

research should be developed
role of ICT and online CoP
by researchers and practitioners



• Problem

school interaction
research
practices practices

How to improve?



Focus INTERACTION
Nature
Dynamic
Difficulties Online
Procedures
context

IMPACT
practices
research



• Methodology
– qualitative case-based study (IPEC CoP) / action-research
– data gathering tools
• interviews (focus-group – initial and final perceptions)
• logs (interaction analysis)
– process (Wenger), collaboration (adaptation of Gunawardena et al.,
1997), leadership (Reeves-Lipscomb et al., 2004)
• documental analyses (lesson plans, students’ worksheets,
final reflections, reports, publications, …)
• online questionnaires
– teachers’ problems, sense of community - McMillan e Chavis (1986),
obstacles to the interaction, …)


• Tasks
I.perceptions

Lessons planification
Action
F.perceptions


Participants

• Researchers
number – 10 (U.Aveiro, U.Évora, U.Lisbon)
degree – PhD (8), 2 finishing their PhD
research areas – Science Education / 3 ICT in Education
• background in Biology, Engineering, Geology and Physics
• epistemology of science, problem solving, assessment and
evaluation, language, STS, ICT
professional experience – more than 15 years
experience in teachers education – 15 to 30 years


Participants

• Teachers
number – 30
genre – F (70%)
education – graduation (5 years). ~ 40% had a post-
graduation degree (MsD)
teaching areas – biology/geology, physics/chemistry, ICT (2)
professional experience ~70% more than 10 years
experience in teachers education – 30% in initial teachers
education and almost 50% in in-service teachers education.
research experience – 24% research projects and 35% MsD.


Participants (data analysis)

• PhD and MsD students
Margarida Marques – MsD (doing the PhD), dynamics of
interaction, curriculum management, sense of community,
obstacles…
Sérgio Pinho – MsD, leadership roles
Carla Rosa– assessment competencies (G2)
Graça Cruz – reflexive competencies (G2 and G3)
Carla Lopes – research technician and PhD, collaboration
/assessment of outdoors activities (new project)


Establishing the CoP - potencial

• Tasks (before May 2006)
– regional meetings
• gather participants, focus interviews
– online questionnaires
• teachers characterization, problems, curricular themes
– first general meeting
• personnel contact – develop trust, sense of community
• familiarization with the technology
• share and discuss results (focus interviews)
• discuss procedures


Establishing the CoP - coalescente

• Tasks (2006)
– May to end of Oct. (online).
• working groups (4)
• information sharing (practices, literature, …)
• negotiation of interests and themes
– Oct. to Dez. 2006 (mostly online)
• working plans
– goals
– working plan (task, calendar, …)
– evaluation


Dynamics of interaction - active

• Explored tools (LMS)

Chat Forum
Exchange of
Groups Publication* Access E-mail Publication** Access files

Group 1 0 116 114 156 5352 18

Group 2 137 465 317 649 9580 37

Group 3 1716 908 106 95 3597 0

Group 4 158 506 153 429 3984 14



• group 1
– goal:
• project based/interdisciplinary teaching strategies
– difficulties:
• conciliate Noudar Project (EDIA)
• reduced online discussion
– interaction: beginning very active – “empty”

“ Our absence is related with the fact that we have a lot of work (…) we are finishing
the development of materials for the Moudar project, then we will have more time
to interact”



• group 2
– goals:
• preparation of a fieldtrip to a quarry - Quinta do Moinho
• research indicators – outdoors (Orion, 1994, Marques, 2006)

“(…) S. Pedro da Cova is not very interesting, it is from the pedagogical point of
view less interesting. Since we have sustainability concerns, he [an expert in
Geology] suggest a visit to another quarry - Pedreira da Madalena (granítica), na
Quinta do Moinho, no Canidelo. It is a quarry where granite is being explored taking
into account the actual directives (either Portuguese and from the EU) and that we
can visit with our students (…)”



• group 2 (cont.)
– products:
• lessons plan (before, during, after), worksheets, implementation in
several classrooms (involvement of other school teachers),
evaluation of the developed materials (students and teachers), …
– difficulties:
• definition of the educational objectives and competences that
students would develop and how to assess them
– interaction (blended):
• high participation - fluctuate (Wenger, 1998), in forums (2 years)
• main decisions and discussion – face to face meetings - culture


• group 3
– goal:
• development of pedagogical materials (ICT integration) – natural
resources management (energy – Problem resolution)
– problem: How to improve the energetic management in our school?
– products: ~ G2 – worksheet to explore a film about the use of natural
resources
– difficulties:
• ~ G2 (2th meeting – assessment of competencies - Roldão)
– interaction (blended): only during 2007
• chat (short period ~ 12 sessions)
• face to face meeting


• group 4
– goal:
• develop assessment instruments to use in project-based
approaches
– difficulties:
• several members quit – three (“lack of critical mass”)
• one of the members interacted in a very fluctuant way
(involvement in other activities – coordinator of the group that aim
ICT integration in the school)
– interaction (online):
• forums, chat, Skype, …
• about specific questions and with others group (richness)

Dynamics of interaction – roles G2
Total

Líder intelectual Facilitador Mentor Part. Activo

ProfE

ProfD
Participantes

ProfC
ProfB

ProfA

Inv 2

Inv 1

0 50 100 150 200 250
Nº de unidades codificadas


Dynamics of interaction - roles
Líder intelectual Facilitador Mentor Part. Activo

ProfJ

ProfI

ProfH
Participantes

ProfG

ProfF

Inv6

Inv4

0 20 40 60 80 100 120


Dynamics of interaction - collaboration
V – Afirmações de acordo_aplicação dos novos significados construídos
IV – Teste de sínteses ou Co-Construções propostas
III – Negociação de significado - Co-Construção de tarefas no âmbito do projecto comum
II – A descoberta e exploração de dissonância ou inconsistências nas tarefas, ideias, conceitos ou afirmações
I - Partilha - Comparação de informação

Prof E Online - sharing
Prof D Face to face meetings
Prof C
Participantes

Prof B

Prof A

Inv 2

Inv 1

0 50 100 150 200 250 300 350 400 450

Dynamics of interaction - collaboration
Afirmações de acordo_aplicação dos novos significados construídos

Teste de sínteses ou Co-Construções propostas
Negociação de significado - Co-Construção de tarefas no âmbito do projecto comum

A descoberta e exploração de dissonância ou inconsistências nas tarefas, ideias, conceitos ou afirmações
Partilha - Comparação de informação

Prof J

Prof I

Prof H
Participantes

Prof G
Online - negotiation
Prof F
Number of sessions
Inv 6

Inv 4

0 10 20 30 40 50 60 70 80 90 100


Dynamics of interaction

Leadership roles Collaboration

Level of Contexts
participation (age, tasks, time, … )
and ICT use cultures


Impact

• teachers’ perceptions

ICT competences
Online
(Dis)equilibrium
Questioning Enrichment

Reflection Interaction Co-construction
Actualization Sharing
Collaborative teaching
Dialogue
Becoming closer
Innovation
Involvement


Elements of the IPEC CoP

• domain
– shared learning agenda: science teaching – sustainability (practices
based on competence development – fieldtrip, problem solving)
– value: innovation (organization of fieldtrip, PSolving, ICT integration)
• community
– shared vision of science education, interactions, relations, trust,
diversity, …
• practice
– pool of ideas, materials, tools, information, histories, … disseminated
in various national meetings


Final thoughts

• Research and school practices have their own dynamics but
can be articulated to:
– researchers
• promote the knowledge of difficulties emerging from school practices -
identify topics and areas of difficulties – research problems
• develop quality teaching materials (based on research, innovative, …)
– teachers
• facilitate the access to research literature
• promote more thoughtful practices and teachers professional development


Final thoughts

• IPEC – contributed for a school that “facilitate the
development of each one potential” (my father, following Padre
Américo)

– impact on researchers’ practices??
– impact on professional practices (participants and that were not involved
in the project)
– impact of the developed materials in students learning

Those last are rarely achieved through other type of professional
development initiatives, as MsD (Costa et al, 2003, Loureiro et al, 2006)


Thanks you for our attention!

Maria João Loureiro
mjoao@dte.ua.pt


Initial perceptions (school practices)

• aims/objectives of Science Education
– focus: education / instruction
– content centered teaching strategies – official curricula
– “I can’t separate the development of knowledge from the development
of competencies [skills, attitudes, …]”
• lessons plans
– teacher / student centered
• STS and interdisciplinary approaches
– “I try to relate the content with their [students] lives.”
– “… pedagogical pair … the math is after physics and so students can
try math models to the phenomena under study”
– practical activities: exp. work, fieldtrips, “research” activities,
discussion and argumentation (journal articles), problem solving.

Initial perceptions (school practices)

• evaluation and assessment
– insufficient evaluation culture
– “70% test, 15% for personal work, 15% for observation …”
– “ we evaluate the product and not the process”
– diversity of evaluation methodologies
– “we use different methodologies … portfolios, presentations and
communication of their work, …”


Initial perceptions (interaction)

• research possibilities for school practices
– practice innovation (change, reflection)
– “introduce pedagogical content knowledge in the organization of
teaching strategies”
– “… research gives us insights to our reflection … increase our critical
skills related to our practices”
– more thoughtful practices
– “[from] what we read, we acknowledge written information that things
ought to be made like that [as we think they should].”


Initial perceptions (interaction)

• school practices possibilities for research.
– give importance to actual practices
– “… by observing individuals [teachers] in that context [classroom],
one can see the problems from another perspective."
– emergence of new research problems
– “research is being developed in some areas and not in others more
pertinent [teachers-students and students-students interactions,
leadership]”
– “.. We should find proposition suitable to motivate students that
doesn’t like to learn”
– "...we are researching new methodologies and the point is the
relationships [between teachers and students]."


Initial perceptions (constraints)

• intra and inter communities connections
• attitudes toward innovation emerging from
research
• nature of teachers’ training
• school resources and management
• representations
• theoretical discourse


Research being carried out

• Evaluation of the interaction dynamic
– Guna model
– Roles
• Impact on curricular management
– obsjectives / activities
– innovation
• Evaluation of competencies
– Reflexive
– Assessment and evaluation competencies

Perceptions about research

• what influence the research agenda?
– international research community
– institutions
• national research politic (FCT)
• research centres/universities (local politics, projects,
dissertations, thesis,)
• Need to improve professional school practices
– personal aspects
• relations and communication among researchers (work with
friends)


Perceptions about research

• ICT exploitation
– create favorable context to innovation
• research limitation
– analytical and compartmented (PS, practical work, STS,
HC, ICT, …)
• epistemological complexity of education
– fragile because it is reactive
• Need to clarify the projects (problems)


Perceptions about …/methodologies

• empirical work
– turned to school practice and not to theoretical reflection
• qualitative vs quantitative approaches
• similar methodologies
– case studies, action-research
• Meta-analyses and literature reviews
– researchers professional development (end of the carrier)


Perceptions about …/validation

• we learn how to do research doing
– permanent process, interrogation, reflection, …
• we recognize the our research limitations
– personal (epistemologies), methodologies, tools, …
• rigor exigency in the validation process
– preliminarily results


Perceptions about …/dissemination

• research transfer to school practice
– language (to difficult)
– results are not operational (PS, STS, …)
• teachers’ resistances
– organizational
– cultural
– personal


Perceptions about …/ethics

• idiosyncratic sense of the communities and mutual
respect
– researchers and teachers
• work to vs with teachers
• need to be cautious in the activities (overload)
– readings, tasks, …
• contribute to non isolation (researchers and
teachers)


Perceptions about …/constraints

• task overload and dispersions
– projects, lecturing, supervising, administrative work, …
• community heterogeneity
– need to create networks
– need of an active voice in the educational politic
– Inconsistencies of the educative system (teachers
education, competencies-based curriculum vs national
exams, …)


Teachers’ expectations

• innovate
– Reflect about our own practice
• collaborate
• in-dept
– thoughtful practice
• evolve
– use e-learning platforms


Researchers’ expectations

• respect and account
– personal and professional “parcours”
• invests in collaborative research
• accept changing process
– attitudes, procedures, …
• improve participated practices


Doubts/questions …

• organization of working groups
– guidelines?
– how to promote the interactions/roles?
– how to analyze the interactions?
– how to shape de group (logic)?
• evidences
– of interactions?
– their impact on teachers and researchers practices?


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