Today I had a chance to present my research plan again in the doctoral seminar of educational sciences. Peers and facilitator suggested me to think about on following aspects:
– Why is the SECI model the best theoretical baseline?
– Maybe I should focus also on communities of practice, Lave & Wenger etc..?
– How do I measure that portfolio supports the professional development of teachers? Do those teachers, who does not use technology, are less supported or less developed? Are they less competent teachers therefore?
– Privacy issues and ownership in my portfolio-based learning environment
And sure, the eternal of issue of teachers’ using technology and e-portfolio in my study. There are still too many people who believe that teachers do not start using technology in their professional activities and it influences my study a lot. I was also said that if I have one teacher during my studies, who has agreed using portfolio with her students in school practice, it is not something to make conclusions. After the enthusiastic teacher leaves, I have nothing left. I agree with it, I have lot of hope that there will much more teachers in my study.
But, those, who last time were extremely critical with me, said for conclusion, that today I was confident and I had more arguments compared with the last meeting, I seem enthusiastic and therefore the overall picture looked better.
The aim of my doctoral thesis is to develop the framework for learning and knowledge building activities with the technological solution in the cross-border communities which would support teachers’ professional development. The technical environment consists of personal e-portfolio, learning resources repository.
1. How the learning and knowledge building in portfolio-based personal learning environment influences the development of self-directive learning competencies and therefore supports the professional development?
2. How can teachers with their portfolios influence the teaching in universities by bringing in the new knowledge which has been created through practical activities in schools?
3. How the portfolio-based learning environment enables the support of the cross-border knowledge building from the individual or organizational aspects therefore influencing the development of learning organizations and which methods are the most suitable for the harmonization of the teachers’ individual goals with the ones of organization.
4. Which methods and strategies are the most effective for the implementation of the teacher training knowledge building scenarios in the Estonian context?
Instrument and data analysis
The semi-structured and focus group interviews will be used as instruments. Interviews will be done repeatedly with different target groups. Interviews will take place in face-to-face meetings, they will be taped and transcribed word-to-word. Additional instrument will be teachers’ written reflections in their portfolio blogs.
As the result of the doctoral thesis, I will provide framework and knowledge building SECI model in teacher training context for dynamically changing organization, which would support the harmonization of the goals of organizations and therefore influences teacher’s cross-border knowledge building between different learning and working communities.