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Researchmeet féilte2017

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for a 5 minute presenation to Researchmeet@RangBianca on Oct 7th 2017, Féilte, RDS, Dublin

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Researchmeet féilte2017

  1. 1. Self-organised CPD - the TeachMeet phenomenon Ms Mags Amond - PhD year one research Researchmeet 2017
  2. 2. This research seeks to outline the evolution of a recently developed form of self-organised teacher Continuing Professional Development (CPD), known as TeachMeet. It will report work in progress on the consolidation of various informal sources of information into a dataset in preparation for further analysis and evaluation. Defined by Hallinan as “a model of CPD which involves those attending as participants in delivering the training as well as receiving it”, TeachMeet came into existence in 2006 in Scotland. The first event was organised by three educators who were publishing online and who wanted to continue discussion face-to- face. The subtitle given to the event by the founders was “teachers sharing ideas with teachers”. TeachMeet combines the philosophy and practices of three unconference forms - Open Space Technology, PechaKucha and BarCamp - and is empowered by the communication methods offered by contemporary social media. A major factor has been the use of tools and practices of online collaboration that have enabled the TeachMeet community to develop and grow organically, unincorporated, without formal constitution or management structure, in a way that seems at present to be sustainable. Although there is a wealth of informal and personal reflection on TeachMeet to be found online, a search in the academic literature reveals very little direct examination of the phenomenon, although other similar unconference activity has been reported. A first sweep of data recorded online suggests that in the UK alone there were between 40 and 50 TeachMeets per month in 2016. Positive reactions from TeachMeet attendees at such meetings have been frequently noted. In ten years since its inception it has become a worldwide educational movement and recently government agencies are beginning to experiment with the format for CPD. Taken together these observations would suggest the phenomenon deserves further research to describe its essential elements and evaluate its effectiveness. Informal comments and reports by attendees, presenters and organisers constantly refer to TeachMeet as “the best CPD yet” or more recently as “our COP” (Community of Practice). This paper outlines how TeachMeet characteristics may be mapped to Kennedy’s models of CPD, and Teachmeet participants identified within the Wenger-Trayner COP Levels of Participation model. The paper sets out a plan to use CPD / COP evaluation frameworks, such as Kirkpatrick, Kirkpatrick-Millwood, Guskey, Desimone, Wenger, in order to frame the proposed research. This will help to fill a gap in knowledge concerning a phenomenon that Bennett (2011), in the only formal academic paper directly related to this subject to date, has entitled “guerilla CPD”. [400]. TeachMeet evolution elements essence evaluation
  3. 3. ‘unconference’ meets social media Open Space Technology 1980s Internet Relay Chat (IRC) wiki blog 1990s Pecha Kucha 2003 Barcamp 2005 Twitter 2006
  4. 4. jan-jun 2016
  5. 5. Continuing Professional Practice Personal Development Teacher Learning Community or Network of Practice C3 P3 D2 P3 P3 D2 P3 D2 P3 P3 P3 L1 T1 L1 P3 L1 C3 P3 L1 N1 C3 of5 P3 P3 P3
  6. 6. personal learning network PLN community of practice CoP teacher learning TL TeachMeet ‘teachers sharing ideas with teachers’ Professional Learning Perspective of profession
  7. 7. Researchmeet 2017