1. Technische Universität München Continuing Education of Librarians How to achieve continuing education of individuals through self-determined motivation? Prof. Dr. Tina Seidel Teaching and Learning Research TUM School of Education

2. Technische Universität München Tina Seidel Education University of Kiel: Dr. phil., Educational Psychology 2002 University of Regensburg: Master (Diploma) Psychology 1998 Research Interests Video-based Analysis of Teaching and Learning Processes Teacher Competency Development Educational Conditions of Teacher Professional Development Professional Experience 2010 - nowFriedl Schöller-Endowed Chair for Teaching and Learning Research, TUM 2007 – 2009Professor of Educational Psychology (Chair, University of Jena, Germany) 2005-2006Stanford University, School of Education, Visiting Professor; USA 2002 - 2006Assistant Professor, Leibniz-Institute for Science Education, Kiel, Germany Selected Services Member of the OECD Joint Committee on a Long-Term Strategy to Study Teaching and Learning, 2005. Invited Expert at the Meeting of the PISA 2006 Questionnaire Expert Group, 2005. Member of German Rector´s Conference Research Commission, since 2009. Spokesperson of the Faculty Graduate Center of the TUM School of Education, since 2010 Selected Research Grants PI of DFG-Project Learning from Classroom Videotapes, 2004-2006. PI of Jacobs Foundation Project Teaching Adaptivity, 2005-2007. PI of Project Learning to Teach in Higher Education, 2007-2010. PI of DFG-Project Observe: Structure and Development of Professional Vision, 2008-2011. Co-PI of EU-Project S-TEAM: Science Teaching Advanced Methods (PI: Prof. Geir Karlsen, Norwegian University of Science and Technology, Trondheim, Norway), 2009-2012.

3. Technische Universität München Content Why continuing education from the viewpoint of teaching and learning research? What is the basis for individuals to engage in continuing education? What do we know about supportive conditions in the working (and learning) environments? How does this knowledge apply to effective forms of professional development?

4. Technische Universität München Content Why continuing education from the viewpoint of teaching and learning research? What is the basis for individuals to engage in continuing education? What do we know from research about supportive conditions in the working (and learning) environments? How does this knowledge apply to effective forms of professional development?

5. Technische Universität München 5 Was Hänschen nicht lernt, lernt Hans nimmermehr You cant teach an old dog new tricks Learning does not stop after graduating from school

6. Technische Universität München Lifelong Learning Rapidness of economic- technical changes Rapid increase of knowledge transmitted in various formats and media Unpredictable risks in good and labor markets Increasing insecurity in (professional) perspectives of individual biographies Forum Bildung, 2001 New demands for societal organization of learning processes in adult life and for individual learning behavior

7. Technische Universität München Organization of Learning Processes Organization of Professional Development is changing from supply- orientation to demand-orientation, and from institutional to process-related formats In lifelong learning informal learning processes are of relevance -> relation to theoretical concepts and empirical knowledge about informal learning Positive consequences: lifelong opportunities for personal development, self-determination and self-organization Negative consequences: danger of exclusion of persons with low cognitive and motivational pre-conditions required for complex demands of lifelong learning

8. Technische Universität München Situation in Germany Participation in professional development is comparably low in Germany; particularly for persons with low qualifications Governmental objectives for 2015 –Increase from 43 to 50% of participation in formal professional develoment (courses, workshops) –At least 40% of low qualified persons should be active (currently 28%) –Participation in all learning formats (including informal learning) should increase from 72% to 80%

9. Technische Universität München And Librarians … Professional group in the heart of these changes –Rapid developments of knowledge –Technological developments of knowledge transmission and storage –Changing learning behaviors of customers, e.g. with regard to a demand orientation –Staff composition with varying professional backgrounds and pre-conditions for lifelong learning

10. Technische Universität München Content Why continuing education from the viewpoint of teaching and learning research? What is the basis for individuals to engage in continuing education? What do we know from research about supportive conditions in the working (and learning) environments? How does this knowledge apply to effective forms of professional development?

11. Technische Universität München Pre-conditions for Lifelong Learning Lifelong Learning needs to be an integral part of an individuals competence profile The development of this competence has to start early in childhood (components of self-regulation and self- determined learning) Engine for the development lies in –learning motivation –interest

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13. Technische Universität München Two different points of view… 13 Explorative, self-regulated interaction with learning objects Receptive, externally regulated interaction with learning objects IntrinsicExtrinsic

14. Technische Universität München Some findings from research Individuals receiving extrinsic rewards while they are intrinsically engaged in learning activities -> diminishes instrinsic motivation and increases extrinsic motivation Intrinsic motivation systematically related to quality of work life, education, well-being and health behavior, sport and exercise, and sustaining our planet. Dichotomy between extrinsic and intrinsic motivation is too simple … more differentiation required

15. Technische Universität München amotivated Stimulation by content and activities Self-determination Qualities of learning motivation State of non-directed learning motivation (indifference to apathy) low high

16. Technische Universität München amotivated Stimulation by content and activities Self-determination Qualities of learning motivation low high external Learning in order to receive rewards or avoiding punishment

17. Technische Universität München amotivated Stimulation by content and activities Self-determination Qualities of learning motivation low high external introjected External affirmative system internalized; learning without external force, but with internal force

18. Technische Universität München amotivated Stimulation by content and activities Self-determination Qualities of learning motivation low high external introjected identified To engage in content and activities not particularly simulating. Important to achieve individual goals

19. Technische Universität München amotivated Stimulation by content and activities Self-determination Qualities of learning motivation low high external introjected identified intrinsic Motivated learning independent of external affirmation; self-determined through stimulation by activity

20. Technische Universität München amotivated Stimulation by content and activities Self-determination Qualities of learning motivation low high external introjected identified intrinsic interested To engage in learning because of intrinsic stimulation and experienced personal relevance

21. Technische Universität München amotivated Stimulation by content and activities Self-determination Qualities of learning motivation low high external introjected identified intrinsic interested Self-determined learning motivation

22. Technische Universität München Effect of self-dermined learning motivation Positive emotions Cognitive engagement and deep level of understanding Development of interest and work-related decisions Development of self and identity

23. Technische Universität München Situation 1 Personal interest Through actual person-object-relationships Situation 1 Situation 1...n …develops…...and specific experiences... From situational motivation to personal interest

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25. Technische Universität München Content Why continuing education from the viewpoint of teaching and learning research? What is the basis for individuals to engage in continuing education? What do we know from research about supportive conditions in the working (and learning) environments? How does this knowledge apply to effective forms of professional development?

26. Technische Universität München Conditions Self- determined motivation Autonomy Social Relatedness Interest of Leaders RelevanceStructureCompetence Experience of confidence Content-related and constructive feedback Support Mistake culture Choice of activities Mental challenge Scopes / Leeways Self-directed exploration, planning, evaluation Acceptance Colleagueship Cooperation / Collaboration Integration in expert groups Positive atmosphere Related to pre- conditions of learners Comprehensible Clarity of goals and procedures Support of transfer Problem-oriented Related to applications Authentic examples Holistic view Action oriented Observable engagement Emotional involvement Accepting stimulation of learning objects sparkling

27. Correlations between quality of learning motivation and perceived conditions at workplace (N=866) all p.01 (Prenzel et al. 2002) Conditions and learning motivation Rele- vance Interest leader Social related- ness Compe- tence Auto- nomy Structur e Amotivated-.13-.23-.36-.28-.35-.14 External-.10-.21-.37-.27-.35-.11 Introjected.14.21.34.24.26.13 Identified.34.37.46.43.41.33 Intrinsic.37.55.60.61.41 Interested.39.53.57.58.41

28. Technische Universität München Content Why continuing education from the viewpoint of teaching and learning research? What is the basis for individuals to engage in continuing education? What do we know from research about supportive conditions in the working (and learning) environments? How does this knowledge apply to effective forms of professional development?

29. Technische Universität München Professionelles Learning? Diverse professional groups! e.g. Teaching Pre-School School Higher Education Universities …

30. Technische Universität München Principles of effective professional development Content Long-Term Active Learning Cooperative Learning Coherent programs So far: limited reference to actual workplace one-day workshops low active engagement single persons from one workplace participating single topics

31. Supporting Tools and Structures ToolsStructures and concepts Vignette Portfolio Certificate Video Learning diaries Modules Themes... Centres Academies Coordinators Facilitators Networks Demand-orientation Problem-orientation Long-term programs...

32. Supporting Tools and Structures ToolsStructures and concepts Vignette Portfolio Certificate Video Learning diaries Modules Themes... Centres Academies Coordinators Facilitators Networks Demand-orientation Problem-orientation Long-term programs...

33. Technische Universität München Teacher Professional Development in Science Education across Europe EU-Projects Mind the Gap and S-TEAM Expert interviews targeting existing structures and visions for future teacher professional development In 15 European Partner Countries Goal –Identification of supportive conditions for professional development –Exploration of potentials for transfer of national professional development tools and concepts across Europe

34. Supporting Tools and Structures ToolsStructures and concepts Vignette Portfolio Certificate Video Learning diaries Modules Themes... Centres Academies Coordinators Facilitators Networks Demand-orientation Problem-orientation Long-term programs...

35. Technische Universität München Video-Based Teacher Professional Learning Problem-Solving-Cycle –Borko et al., 2005 Video-Clubs –Sherin & Han, 2004; Van Es & Sherin, 2002 Video-Reflexion –Krammer, Reusser, Klieme, et al., 2006

36. Technische Universität München The problem-solving cycle 36 (Borko et al., 2008, p. 422)

37. Technische Universität München Results Development of a shared professional language Changing perspectives: towards customers thinking and learning Integration of theoretical concepts and real observations of practice Development of positive and realistic attitudes and interest towards lifelong learning

38. Technische Universität München Content Why continuing education from the viewpoint of teaching and learning research? What is the basis for individuals to engage in continuing education? What do we know from research about supportive conditions in the working (and learning) environments? How does this knowledge apply to effective forms of professional development?

39. Technische Universität München Thank you for your attention tina.seidel@tum.de