Perhaps a self-evaluation by the teacher participating in the PD. To what extent have practices changed. Number of strategies that are implemented as a result of the PD. How often is the new information/idea/strategy employed.

It would be interesting to also look at how the teacher perceives PD effectiveness vs. how another (such as administrator) perceives the same PD.

Hi

Thanks for this. I agree that it would be good to compare perspectives I intend on looking at the views of employers, colleges and students as well as the professional/ trade bodies who are linked with the development and training standards.

Hi

Thanks again, yes I am interested in semi structured interviews but am also looking a Q sort as a method to gain richer data or where combined with Focus groups the diamond ranking model

Thanks for the comments here Christine. You make some very helpful observations!

I have looked at the differences between observed and recorded teaching and learning practices and found that there is a disparity between what observers in different roles and positions think about the teaching which has been carried out. Let alone the reflections for both the teacher and learner.

Obviously there needs to be ethical considerations and permissions which might make access less easy- especially as an independent researcher.

The issue of "white coat syndrome" in terms of change of performance because of the video/ recording this needs to be taken into account when analysing the data- there has been quite a lot of work done on this process in the US which makes interesting reading. I am interested in looking at the perceptions of teachers as I feel that this impacts on the way in which develop self reflection skills and how it is used.

It is also an issue of making sure that PD is relevant, targeted and provides value for money - controversial I appreciate but in the real world PD must be something which adds to the effectiveness of the learning experience.

There's been an interesting development in recent years within professional associations (eg., Australian Computer Society, & various Medical Colleges), Work Integrated Learning (WIL), & the use of e-portfolios (in the broad sense of the term as user-controlled spaces for managing records of achievement, career interests, reflections on professional learning, etc) as an ongoing "life long learning" & sustainable approach to *monitoring* development over time. In the case of the ACS records of continuing professional development are mapped against a set of industry-defined competencies developed internationally by SFIA. In the case of teachers in Australia 2012 saw the introduction of national standards (also described in terms of competencies) & already a number of jurisdictions are mapping CPD against these standards.

Hi

Thanks for this Jon, I have been following the work of Gavin Moodie amongst others and am keen to see how to adapt some of the competency based protocols into teaching in vocational professional learning. There are clearly some significant parallels with the desire for transition and to improve the quality of the learning as it directly relates to the professional working environment. My issue with industry competencies in England and Wales is that at present there is a lack of consistency in the paralegal sector as it integrates within the traditional legal sector and this causes uncertainty for all involved.

Hi Caroline, some of my research looked how 'theory' was considered in vocational teacher training. Like you I sought perceptions. I did this as I was working as the participants teacher trainer at the time and noticed what an impact my presence had during observed lessons (the whitecoat syndrome). In the end I managed to balance the work and add rigour by relating the participants perceptions against a rubric I developed through analysing the literature. So it sounds like you could build a framework based your scrutiny of the literature and any industry policies you can get your hands on. Then use this as a constant with which to balance the participants' responses (from questionnaires and focus group). Also, on that note, I would absolutely recommend FGs with your particular group. I felt that the data generated during mine was so rich - especially the asides and caustic comments. But make sure you run them in a place that feels very safe to the participants. Finally, I have a couple of articles that may be of use to you (or you can always ignore them).

Blair, E. (2011) Balanced Reflection as a means of Practitioner Development in the Post-Compulsory Education and Training Sector

Blair, E. (2011) Opening the theory box, Educationalfutures, 4 (1), pp.3-16

The second article is open access but, if you want the first one, then just go to my RG page and request it.

Hi

Thanks for this Christine, there is good evidence to show that researching in this way can be advantageous provided that there are no issues regarding vulnerable learners and that consent is obtained where necessary. I guess however what is important is whatever methods / strategies we use that we need to be reflective throughout the process.

I am interested in the "pretended ignorance" did this not create challenges within the class / learners? Would it not have been an option to use remote controlled cameras where the tutors were senstive to being filmed?

Do you see this as a way in which remote observations can be carried out without the need of a researcher being present at all ?

Christine, your point about the camera being ignored whilst reading a book is really interesting and I am sure that there will be a great deal of literature coming out of psychology that will support this idea. What an elegant solution.

I have the same opinion as Eric Blair

In my opinion the only possibility to measure effectiveness of teacher education is their added-value....i mean, you must create a pilot student group which can be tought by candidate teachers and you van evaluate input and output as well...what do you think????

Hi

thanks for this Agnes , I think that there might be some ethical issues here if there is a formal assessment which the students are measured on So perhaps it would be good to do a 50/50 split where a teacher / candidate teacher delivers information to the different groups and thereby not hampering the potential outcomes for the learner.

It also depends on what you want to include in identifying added value - well being , confidence , ethical values as well as learning outcomes clearly defined such as identifying specific terms accurately ? the first few are notoriously hard to define and measure. In the UK we use retention, success and achievement to determine added value - but this is also not easy.

I shall share with you how we handle it in Organizational context... may be you can customize it ...

https://www.researchgate.net/publication/262301362_Occupation_%28Position-_Role%29_Analysis?ev=prf_pub

Data Occupation (Position-Role) Poster