Re-envisioning Teacher Learning—Enacted Personal Professional Learning (EPPL)

Patterson, Carmel

doi:10.1007/978-981-13-6007-7_3

Cited by 2 publications

(2 citation statements)

References 22 publications

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“…The development of social and emotional skills, such as perseverance, sociability, and self-esteem, have been shown in numerous social outcomes; measurement is therefore essential (OECD, 2015). One example is forming professional network by linking experiences and expertise, including various experts accomplished in the pedagogical practice (Patterson, 2019).…”

Section: Background Of the Studymentioning

confidence: 99%

“…Amodio (2008) discussed that self-regulation of intergroup responses involves multiple coordinated underlying processes. While forming the professional network by linking experience and expertise including various representations, experts, accomplished in representing pedagogical practice (Patterson, 2019) in formal and informal routes (Littlejohn et al, 2019). Some of the broad concepts link self-regulation processes in professional learning to be applied to social and emotional development.…”

Section: Research Hypothesesmentioning

confidence: 99%

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A learning and development with collaborative note- taking model for enhancing the future higher education students workforce skills in socio-emotional regulation and grit based on a web 5.0 approach

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The multi-methods research and development (R&D) aim to: 1) investigate the socio-emotional regulation framework to promote higher education students' future workforce skills in social and emotional regulation and grit, 2) investigate how socio-emotional regulation impacts grit based on instructional technology via online social collaborative note-taking in the web 5.0, and 3) define the design principle on the implication of the instructional technology via online social collaborative note-taking to the web 5.0. In this study, 365 graduate students from multi-stage random sampling participated in the online survey, 5 experts and 11 graduate students with purposive selection participated in the design research method, 14 graduate students participated in the one-shot repeated measured experiment, and 5 experts participated in the innovation evaluation procedure. This study employs multiple methodologies, including the confirmatory factor analysis (CFA), structural equation modeling (SEM), and design research. The instruments used to employ quantitative data included: usability observation form, users' satisfaction survey, and dissertation proposal assessment form. The web 5.0 prototype, users' guide, and learning and development activity plan are the instruments used to experiment with users. Data were analyzed using descriptive statistics, confirmatory factor analysis, structural equation modeling, and repeated measures ANOVA. The findings show how the model's overall goodness-of-fit is statistically significant, indicating that it fits the model-fit criteria and gives an acceptable fit interpretation. In which socio-emotional regulation was directly and positively linked with social and emotional skills ( =.801, p.001) and was directly and positively connected with grit ( =1.000, p.001). It has been found that the mean of social and emotional skills and grit were increasing accordingly. In which we have found a statistically significant difference in social and emotional skills between at least two periods of time (F(1, 2) = 4190.43, p < .05). Lastly, this research highlights three components arising from self-regulation and social cognitive learning: social partners, social activities, and social sharing of emotion. With the development of "Sociemo" experimental platform, the web application offers six key elements and functions: a dashboard, profile settings, a team members area, an interactive review component, a sharing and empathy part, and an emotion reflection tool. The solution of practice and production design principles and design guidelines to improve solution implementation are 1) a socialized work environment that is more innovative, creative, and collaborative, 2) perseverance demands attention and social-emotional determination in which a person has an impact on society, 3) socio-emotional regulation tools that are interacting, sharing, and dealing with others to get everyone involved.

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Section: Background Of the Studymentioning

confidence: 99%

Section: Research Hypothesesmentioning

confidence: 99%

A learning and development with collaborative note- taking model for enhancing the future higher education students workforce skills in socio-emotional regulation and grit based on a web 5.0 approach

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Reflexivity in a longitudinal narrative inquiry: in pursuit of clarity of interpretations

Macqueen

Patterson

2020

International Journal of Research & Method in Education

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Explicating interview approaches is significant for education research in understanding how the nuances of meaning from personal narratives uncover challenges and opportunities for investigating the lived experience across contexts. This paper considers interview approaches that focus on the reflexivity and meaning-making possible over a longitudinal timeframe for researcher and interviewee. Two methodological frameworks enabled a narrative oral history interview and a phenomenological lifeworld interview to establish variation in individual meaning-making, whilst eliciting understandings of shared social phenomena. We elucidate examples shared from the experience of teachers deemed as expert and interrogate the deliberations taken throughout a three-interview process. Reflexivity and the researcher's attendance to language, timing and open-ended prompting are some techniques considered for clarifying meaning in a small-scale Australian study. We argue that interrogating interview approaches for accessing deeper meaning-making of teacher professional learning further develops our understanding of interviewer-interviewee dynamics and the application of analytical frames.

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Re-envisioning Teacher Learning—Enacted Personal Professional Learning (EPPL)

Cited by 2 publications

References 22 publications

A learning and development with collaborative note- taking model for enhancing the future higher education students workforce skills in socio-emotional regulation and grit based on a web 5.0 approach

A learning and development with collaborative note- taking model for enhancing the future higher education students workforce skills in socio-emotional regulation and grit based on a web 5.0 approach

Reflexivity in a longitudinal narrative inquiry: in pursuit of clarity of interpretations

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Re-envisioning Teacher Learning—Enacted Personal Professional Learning (EPPL)

Cited by 2 publications

References 22 publications

A learning and development with collaborative note- taking model for enhancing the future higher education students workforce skills in socio-emotional regulation and grit based on a web 5.0 approach

A learning and development with collaborative note- taking model for enhancing the future higher education students workforce skills in socio-emotional regulation and grit based on a web 5.0 approach

Reflexivity in a longitudinal narrative inquiry: in pursuit of clarity of interpretations

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Product

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A learning and development with collaborative note- taking model for enhancing the future higher education students workforce skills in socio-emotional regulation and grit based on a web 5.0 approach

A learning and development with collaborative note- taking model for enhancing the future higher education students workforce skills in socio-emotional regulation and grit based on a web 5.0 approach