Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations

625 Pages·2022·15.867 MB·English

by  Michael Goller, Eva Kyndt, Susanna Paloniemi, Crina Damşa

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.
* * *
[e-mail]ok
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
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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
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’
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