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

This volume provides alternatives for tackling existing empirical, methodological, and analytical challenges. It does so by providing a broad overview of less established, as well as emerging methods, which are of great relevance for current research on professional learning and development. As such...

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Bibliographic Details
Corporate Author: SpringerLink (Online service)
Other Authors: Goller, Michael (Editor), Kyndt, Eva (Editor), Paloniemi, Susanna (Editor), Damşa, Crina (Editor)
Format: eBook
Language:English
Published: Cham : Springer International Publishing : Imprint: Springer, 2022.
Edition:1st ed. 2022.
Series:Professional and Practice-based Learning, 33
Subjects:
Professional education.
Vocational education.
Education-Research.
Professional and Vocational Education.
Research Methods in Education.
Educational Research.
Electronic books.
Online Access:Connect to the full text of this electronic book
Table of Contents:
  • Chapter 1. Addressing methodological challenges in research on professional learning and development (Michael Goller, Eva Kyndt, Susanna Paloniemi, and Crina Damşa)
  • Part I: Methods for data collection
  • Chapter 2. Applying the experience sampling method to research on workplace learning (Jürgen Seifried and Andreas Rausch)
  • Chapter 3. Uncovering informal workplace learning by using diaries (Andreas Rausch, Michael Goller, and Bianca Steffen)
  • Chapter 4. Using the vignette technique to increase insight into professional development at work (Veronika Anselmann and Regina H. Mulder)
  • Chapter 5. Integrating self-reports and electrodermal activity (EDA) measurement in studying emotions in professional learning complementary data in researching emotions in professional learning. (Susanna Paloniemi, Markku Penttonen, Anneli Eteläpelto, Päivi Hökkä, and Katja Vähäsantanen)
  • Chapter 6. Multimodal stress assessment in working and learning contexts: Using physiological, observational and experience-based data (Tobias Kärner and Detlef Sembill)
  • Chapter 7. Combining physiological and experiential measures to study adult learning (Minna Silvennoinen, Tiina Parviainen, Anita Malinen, Suvi Karjalainen, Mari Manu, and Mikko Vesisenaho)
  • Chapter 8. Measuring professional competence using computer-generated log data (Luca Spliethoff and Stephan Abele)
  • Chapter 9. Investigating interaction dynamics: A temporal approach to team learning (Lida David, Maaike Endedijk and Piet van den Bossche)
  • Part II: Methods for data analysis
  • Chapter 10. Bayesian statistics in the research field of professional learning and development (Petri Nokelainen, Tahani Z. Aldahdouh, and Alaa A. Aldahdouh)
  • Chapter 11. A primer to latent profile and latent class analysis (Johannes Bauer)
  • Chapter 12. PLS-based structural equation modelling: An alternative approach to estimate complex relationships between unobserved constructs (Michael Goller and Frederic Hilkenmeier)
  • Chapter 13. Participant's video annotations as a database to measure professional development (Bianca Steffen and Maikki Pouta)
  • Chapter 14. Data mining and analytics in the context of workplace learning: Benefits and affordances (Dirk Ifenthaler)
  • Chapter 15. Addressing 'wicked problems' using visual analysis (Eva Kyndt and Jan Aerts)
  • Part III: Research approaches
  • Chapter 16. Delphi-technique as a method for research on professional learning (Christian Harteis)
  • Chapter 17. The narrative approach to research professional identity: relational, temporal, and dialogical perspectives (Katja Vähäsantanen, and Maarit Arvaja)
  • Chapter 18. Capturing actions of communities: Towards virtual ethnography and digital tools in researching organizations and workplace learning (Soila Lemmetty, Kaija Collin, Vlad Glăveanu, and Susanna Paloniemi)
  • Chapter 19. Video-based interaction analysis: a research and training method to understand workplace learning and professional development (Laurent Filliettaz, Stéphanie Garcia, and Marianne Zogmal)
  • Chapter 20. Q Method: Assessing subjectivity through structured ranking of items (Susanne Leidig, Hanna Köhler, Carina Caruso, and Michael Goller)
  • Chapter 21. Eye tracking in professional learning and development: Uncovering expertise development among residents in radiology (Helen Jossberger)
  • Chapter 22. Seeing workplaces from a Social Network Analysis (SNA) approach (Tuire Palonen)
  • Chapter 23. Design-based research - grounding, understanding and empirical illustration in the context of vocational education (Karl-Heinz Gerholz and Anne Wagner)
  • Chapter 24. Change Laboratory method for facilitating transformative agency and collective professional learning - case from a Finnish elementary school (Anu Kajamaa and Sakari Hyrkkö)
  • Chapter 25. Professional learning analytics: Understanding complex learning processes through measurement, collection, analysis, and reporting of MOOC data (Allison Littlejohn, Eileen Kennedy, and Diana Laurillard)
  • Chapter 26. Longitudinal case study research to study self-regulation of professional learning: combining observations and stimulated recall interviews throughout everyday work (Katrien Cuyvers, Piet Van den Bossche, and Vincent Donche)
  • Part IV: Discussion and Commentary
  • Chapter 27. Researching professional learning in complex environments: Opportunities and challenges from a qualitative research perspective (Monika Nerland)
  • Chapter 28. How to deal with the complexity in research on workplace learning (Erno Lehtinen).