Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations PDF
Preview Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations
Professional and Practice-based Learning Michael Goller Eva Kyndt Susanna Paloniemi Crina Damşa Editors Methods for Researching Professional Learning and Development Challenges, Applications and Empirical Illustrations Professional and Practice-based Learning Volume 33 SeriesEditors StephenBillett ,GriffithUniversity,Brisbane,Australia ChristianHarteis,PaderbornUniversity,Paderborn,Germany HansGruber,UniversityofRegensburg,Regensburg,Germany Professional and practice-based learning brings together international research on theindividualdevelopmentofprofessionalsandtheorganisationofprofessionallife and educational experiences. It complements the Springer journal Vocations and Learning:Studiesinvocationalandprofessionaleducation. Professional learning, and the practice-based processes that often support it, are the subject of increased interest and attention in the fields of educational, psycho- logical,sociological,andbusinessmanagementresearch,andalsobygovernments, employerorganisationsandunions.Thisprofessionallearninggoesbeyond,whatis often termed professional education, as it includes learning processes and experi- encesoutsideofeducationalinstitutionsinboththeinitialandongoinglearningfor the professional practice. Changes in these workplaces requirements usually mani- festthemselvesintheeverydayworktasks,professionaldevelopmentprovisionsin educational institution decrease in their salience, and learning and development duringprofessionalactivitiesincreaseintheirsalience. Therearearangeofscientificchallengesandimportantfocuseswithinthefieldof professionallearning.Theseinclude: (cid:129) understanding and making explicit the complex and massive knowledge that is requiredforprofessionalpracticeandidentifyingwaysinwhichthisknowledge canbestbeinitiallylearntanddevelopedfurtherthroughoutprofessionallife. (cid:129) analytical explications of those processes that support learning at an individual andanorganisationallevel. (cid:129) understandinghowlearningexperiencesandeducationalprocessesmightbestbe alignedorintegratedtosupportprofessionallearning. The series integrates research from different disciplines: education, sociology, psychology, amongst others. The series is comprehensive in scope as it not only focuses on professional learning of teachers and those in schools, colleges and universities,butallprofessionaldevelopmentwithinorganisations. * * * PleasecontactGraceMaatgrace.ma@springer.comifyouwishtodiscussabook proposal. (cid:129) Michael Goller Eva Kyndt (cid:129) ş Susanna Paloniemi Crina Dam a Editors Methods for Researching Professional Learning and Development Challenges, Applications and Empirical Illustrations Editors MichaelGoller EvaKyndt InstituteofEducationalScience CentreforTransformativeInnovation PaderbornUniversity SwinburneUniversityofTechnology Paderborn,Germany Melbourne,VIC,Australia SusannaPaloniemi CrinaDamşa DepartmentofEducation DepartmentofEducation UniversityofJyväskylä UniversityofOslo Jyväskylä,Finland Blindern,Oslo,Norway Thisworkcontainsmediaenhancements,whicharedisplayedwitha“play”icon.Materialin theprintbookcanbeviewedonamobiledevicebydownloadingtheSpringerNature“More Media”appavailableinthemajorappstores.Themediaenhancementsintheonlineversion oftheworkcanbeaccesseddirectlybyauthorizedusers. ISSN2210-5549 ISSN2210-5557 (electronic) ProfessionalandPractice-basedLearning ISBN978-3-031-08517-8 ISBN978-3-031-08518-5 (eBook) https://doi.org/10.1007/978-3-031-08518-5 ©TheEditor(s)(ifapplicable)andTheAuthor(s),underexclusivelicensetoSpringerNatureSwitzerland AG2022 Thisworkissubjecttocopyright.AllrightsaresolelyandexclusivelylicensedbythePublisher,whether thewholeorpartofthematerialisconcerned,specificallytherightsoftranslation,reprinting,reuseof illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similarordissimilarmethodologynowknownorhereafterdeveloped. Theuseofgeneraldescriptivenames,registerednames,trademarks,servicemarks,etc.inthispublication doesnotimply,evenintheabsenceofaspecificstatement,thatsuchnamesareexemptfromtherelevant protectivelawsandregulationsandthereforefreeforgeneraluse. The publisher, the authors, and the editorsare safeto assume that the adviceand informationin this bookarebelievedtobetrueandaccurateatthedateofpublication.Neitherthepublishernortheauthorsor theeditorsgiveawarranty,expressedorimplied,withrespecttothematerialcontainedhereinorforany errorsoromissionsthatmayhavebeenmade.Thepublisherremainsneutralwithregardtojurisdictional claimsinpublishedmapsandinstitutionalaffiliations. ThisSpringerimprintispublishedbytheregisteredcompanySpringerNatureSwitzerlandAG Theregisteredcompanyaddressis:Gewerbestrasse11,6330Cham,Switzerland ’ Series Editors Foreword This book series addresses a variety of research approaches on professional and practice-based learning. Thus, it uncovers the plethora of possibilities of how working can be conceived as a rich source for learning by assembling different theoreticalperspectiveswithdifferentmethodologicalparadigmsfromvariousareas ofprofessionalpractices. For most individuals, work is an essential part of life that affords and provides learning experiences. Schools, universities, and vocational education and training canonlyprovideastartingpointforanindividual’slifelongprofessionalcareer.As societal, economic, and technological developments continuously permeate one’s worklife,individualsneedtoadapttochangesanddeveloptheirskillsandcapabil- ities, most frequently beyond educational settings. Learning through practice and workisofcrucialsignificanceforindividualsasatooltocopewithchangingwork environmentsandrequirements. Asideeffectofthestrongdevelopmentofresearchonlearningandprofessional development is that a multitude of new research perspectives and innovative researchmethodsemergedwithinthelastdecade.Oneofthesignificanttriggersof thesedevelopmentscertainlyisthatnewtechnologieshavebeenincreasinglyusedto explore new and effective methods of data collection. Accelerated progress can especially be observed in the collection and analysis of complex online measures regarding learning process methods. Thus, data can be extracted that directly captures the execution of occupational practices. Novel kinds of data often require novel methods of analysis, and it is an ongoing challenge to connect those online measurestomoretraditionalkindsofdata. Thisvolumeprovidesanoverviewonthecurrentstateofempiricalandmethod- ological approaches of researching professional learning. In separate sections, new developmentsconcerningdatacollection,dataanalysis,andresearchparadigmsare outlined. In these sections, the empirical methods and procedures will not only be v vi SeriesEditors’Foreword characterised butalso providedwithexamples from research inthe fieldofprofes- sionallearning.Hence,thisvolumemainlyaddressesresearchersfromalldisciplines whoareinterestedininvestigatingprofessionallearninganddevelopment. GriffithUniversity,Brisbane,Australia StephenBillett UniversityofRegensburg HansGruber Regensburg,Germany PaderbornUniversity ChristianHarteis Paderborn,Germany Contents 1 AddressingMethodologicalChallengesinResearch onProfessionalLearningandDevelopment. . . . . . . . . . . . . . . . . . . 1 MichaelGoller,EvaKyndt,SusannaPaloniemi,andCrinaDamşa PartI MethodsforDataCollection 2 ApplyingtheExperienceSamplingMethodtoResearch onWorkplaceLearning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 JürgenSeifriedandAndreasRausch 3 UncoveringInformalWorkplaceLearningbyUsingDiaries. . . . . . 43 AndreasRausch,MichaelGoller,andBiancaSteffen 4 UsingtheVignetteTechniquetoIncreaseInsight intoProfessionalDevelopmentatWork. . . . . . . . . . . . . . . . . . . . . 71 VeronikaAnselmannandReginaH.Mulder 5 IntegratingSelf-ReportsandElectrodermalActivity(EDA) MeasurementinStudyingEmotionsinProfessionalLearning. . . . . 87 SusannaPaloniemi,MarkkuPenttonen,AnneliEteläpelto, PäiviHökkä,andKatjaVähäsantanen 6 MultimodalStressAssessmentinWorkingandLearning ContextsUsingPhysiological,Observational andExperience-BasedData. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111 TobiasKärnerandDetlefSembill 7 CombiningPhysiologicalandExperientialMeasures toStudytheAdultLearningExperience. . . . . . . . . . . . . . . . . . . . . 137 MinnaSilvennoinen,TiinaParviainen,AnitaMalinen, SuviKarjalainen,MariManu,andMikkoVesisenaho vii viii Contents 8 MeasuringProfessionalCompetenceUsing Computer-GeneratedLogData. . . . . . . . . . . . . . . . . . . . . . . . . . . . 165 LucaSpliethoffandStephanAbele 9 InvestigatingInteractionDynamics:ATemporal ApproachtoTeamLearning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 187 LidaZ.David,MaaikeD.Endedijk,andPietVandenBossche PartII MethodsforDataAnalysis 10 BayesianStatisticsintheResearchFieldofProfessional LearningandDevelopment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 213 PetriNokelainen,TahaniZ.Aldahdouh,andAlaaA.Aldahdouh 11 APrimertoLatentProfileandLatentClassAnalysis. . . . . . . . . . . 243 JohannesBauer 12 PLS-BasedStructuralEquationModelling:AnAlternative ApproachtoEstimatingComplexRelationshipsBetween UnobservedConstructs. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 269 MichaelGollerandFredericHilkenmeier 13 Participant’sVideoAnnotationsasaDatabase toMeasureProfessionalDevelopment. . . . . . . . . . . . . . . . . . . . . . . 293 BiancaSteffenandMaikkiPouta 14 DataMiningandAnalyticsintheContextofWorkplace Learning:BenefitsandAffordances. . . . . . . . . . . . . . . . . . . . . . . . 313 DirkIfenthaler 15 Addressing‘WickedProblems’UsingVisualAnalysis. . . . . . . . . . . 329 EvaKyndtandJanAerts PartIII ResearchApproaches 16 Delphi-TechniqueasaMethodforResearchonProfessional Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 351 ChristianHarteis 17 TheNarrativeApproachtoResearchProfessionalIdentity: Relational,Temporal,andDialogicalPerspectives. . . . . . . . . . . . . 373 KatjaVähäsantanenandMaaritArvaja 18 CapturingActionsofCommunities:TowardsVirtual EthnographyandDigitalToolsinResearching OrganizationsandWorkplaceLearning. . . . . . . . . . . . . . . . . . . . . 397 SoilaLemmetty,KaijaCollin,VladGlăveanu,andSusannaPaloniemi Contents ix 19 Video-BasedInteractionAnalysis:AResearchandTraining MethodtoUnderstandWorkplaceLearningandProfessional Development. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 419 LaurentFilliettaz,StéphanieGarcia,andMarianneZogmal 20 QMethod:AssessingSubjectivityThroughStructured RankingofItems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 441 SusannLeidig,HannaKöhler,CarinaCaruso,andMichaelGoller 21 EyeTrackinginProfessionalLearningandDevelopment: UncoveringExpertiseDevelopmentAmongResidents inRadiology. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 467 HelenJossberger 22 SeeingWorkplacesfromaSocialNetworkAnalysis (SNA)Approach. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 491 TuirePalonen 23 Design-BasedResearch–Grounding,Understanding andEmpiricalIllustrationintheContextofVocational Education. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 513 Karl-HeinzGerholzandAnneWagner 24 ChangeLaboratoryMethodforFacilitatingTransformative AgencyandCollectiveProfessionalLearning–Case fromaFinnishElementarySchool. . . . . . . . . . . . . . . . . . . . . . . . . 535 AnuKajamaaandSakariHyrkkö 25 ProfessionalLearningAnalytics:UnderstandingComplex LearningProcessesThroughMeasurement,Collection, Analysis,andReportingofMOOCData. . . . . . . . . . . . . . . . . . . . . 557 AllisonLittlejohn,EileenKennedy,andDianaLaurillard 26 LongitudinalCaseStudyResearchtoStudySelf-Regulation ofProfessionalLearning:CombiningObservations andStimulatedRecallInterviewsThroughoutEverydayWork. . . 579 KatrienCuyvers,PietVandenBossche,andVincentDonche PartIV Discussion&Commentary 27 ResearchingProfessionalLearninginComplexEnvironments: OpportunitiesandChallengesfromaQualitativeResearch Perspective. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603 MonikaNerland 28 HowtoDealwiththeComplexityinResearchonWorkplace Learning. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 619 ErnoLehtinen
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