Lifelong learning
Lifelong learning is often seen as only important for novice teachers. Because it is believed the mastery of teaching is best learned by practice accomplished with coaching. In this article the statement is made that lifelong learning must be a major part of the life of all teachers. Not only because he wants to, but also because it has become a requirement to be a professional and skillful teacher. This requirement has its origin in the two governmental statements.
The Dutch government asked the Dutch Institutes for Higher Vocational Education (HBO) to provide in the increased demand from the industry for higher educated personal, and to prepare their students for a constantly changing society in which lifelong learning is necessary. In March 2013, the Dutch government was the host of a group of international experts in the field of professional development of teachers and teaching. This International Summit on the Teaching Profession has arisen in response to the report Preparing Teachers and Developing School Leaders for the 21st Century, Lessons from around the world” (Schleicher, 2012). In this report OECD describes a new kind of students. Students who “need to be capable not only of constantly adapting but also of constantly learning and growing, of positioning themselves and repositioning themselves in a fast changing world”. May 2010 -even before the OECD published its report- the European Commission approved the Digital Agenda of Europe specifying seven priority areas to be developed. Next to a serial other fields of interest these agreements encourage teachers to modernize their teaching methods through digital technologies and update their ICT skills (Loureiro, Messias, & Barbas, 2012). These international agreements have led to national recommendations on the professionalism and life long learning of teachers in Dutch Higher Education (Veerman, 2010).
A series of events within the Higher Education of the Netherlands accelerated the implementation of these recommendations. The boards of the various Colleges made performance agreements for their employees. These performance agreements had to do with the professionalism of the teachers and attending a formal and informal process of lifelong learning. With regard to lifelong learning Phoenix (2002 in Helterbran, 2005) writes: “Learning itself could and should be a life affirming and enhancing process which contributes to the individual’s overall quality of life” A person who is a lifelong learner, loves to learn to fulfill his own needs. He is self-directed, reflective and feels involved in what he learns regardless his personal or social situation (Barth, 2005). Lifelong learning can be defined as a self-directed mix of formal and informal education (Helterbran, 2005).
In this 21st century where society rapidly is chancing to a knowledge-based society demand a new approach to education, within a framework of Lifelong learning. The European commission defines Lifelong learning as “ all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence within a personal, civic social and/or employment-related perspective” (ESEA, 2007). There are various ways for lifelong learning.
A possibility of lifelong learning is learning with peers in professional learning communities (Gallagher, Griffin, Ciuffetelli Parker, Kitchen, & Figg, 2011; Siadaty, et al., 2012).
Becker & Riel (2000) found that teachers who regularly participate in professional interactions and activities beyond their classroom use different methods of teaching than teachers who have minimal contact with their peers or profession. A different behavior is needed. The needed behavior includes a number of personal features such as self-directing and motivation.
Drent (2005) describes this behavior as “personal entrepreneurial” and it can be defined as a two dimensional construct. The first dimension is the extent to which teachers use their professional network to support their (digital) skills. The second dimension concerns the initiatives of the teacher for a self-directed search for more information about innovative applications.
How, when and if, teachers develop themselves is influenced by their own personal standards about what good education is. These standards are developed from their own personal experiences with education and from their experiences as a teacher.
Davies and Longworth (1996) describe the life long learner as a person who;
- is able to operate in ill-defined and ever changing environments
- is capable to deal with non-routine and abstract (work-) processes
- is able to handle descisions and responsibility, working in groups within expanding geographical and time horizons.
- Update their competencies by frequently following on the job trainingen and by self learning activities.
Lifelong learning focuses on new skills, such as reflect, communicate, collaborate and new ways of studying and learning (Davies & Longworth, 1996).
The second governmental statement is about a professional standard for the academic teachers. As part of the quality programs for higher vocational education, a constant attention to teacher development is needed. Teacher professionalism is generally understood as a teacher who follows the developments in his field of profession and integrates new knowledge from that field in his education (van Alst, de Jong & van Keulen, 2009).
Within the Dutch Higher vocational education the teacher has to deal with two different fields of interests. The first field relates to the knowledge, expertise and experience on the appeal of the bachelor where he or she teaches. In this study, it will be referred as craftsmanship. The second field has to do with pedagogical knowledge, teaching skills, coaching and guidance skills and organizational and ICT skills that the teacher needs to organize his education efficient and effective. In this study, these skills marked as mastery (Zijlstra, Meerman, & Hooft, 2011). Some of the older teachers have never had a training and act on experience, doing the same thing they always have done.
In Dutch Higher vocational education a big gab is appearing between educators who can keep up with the changes in both fields and those who can’t and/or don’t. Educator often gets the opportunity to follow training and/or courses offered by the institution where he or she is employed. This is denoted by the term formal professionalism. In addition to this formal program, it is possible for educators to participate in courses through self-directed informal learning (Zijlstra & Meerman, 2011). This study focuses on the last form of professionalism with a focus on the intention to use Open educational resources.
Leading in this article is the integrated model or behavior prediction of Fishbein and Ajzen(2003). The Integrated Model of Behavior Prediction gives the variables that determine the intention of behavior of a person.
The Dutch government asked the Dutch Institutes for Higher Vocational Education (HBO) to provide in the increased demand from the industry for higher educated personal, and to prepare their students for a constantly changing society in which lifelong learning is necessary. In March 2013, the Dutch government was the host of a group of international experts in the field of professional development of teachers and teaching. This International Summit on the Teaching Profession has arisen in response to the report Preparing Teachers and Developing School Leaders for the 21st Century, Lessons from around the world” (Schleicher, 2012). In this report OECD describes a new kind of students. Students who “need to be capable not only of constantly adapting but also of constantly learning and growing, of positioning themselves and repositioning themselves in a fast changing world”. May 2010 -even before the OECD published its report- the European Commission approved the Digital Agenda of Europe specifying seven priority areas to be developed. Next to a serial other fields of interest these agreements encourage teachers to modernize their teaching methods through digital technologies and update their ICT skills (Loureiro, Messias, & Barbas, 2012). These international agreements have led to national recommendations on the professionalism and life long learning of teachers in Dutch Higher Education (Veerman, 2010).
A series of events within the Higher Education of the Netherlands accelerated the implementation of these recommendations. The boards of the various Colleges made performance agreements for their employees. These performance agreements had to do with the professionalism of the teachers and attending a formal and informal process of lifelong learning. With regard to lifelong learning Phoenix (2002 in Helterbran, 2005) writes: “Learning itself could and should be a life affirming and enhancing process which contributes to the individual’s overall quality of life” A person who is a lifelong learner, loves to learn to fulfill his own needs. He is self-directed, reflective and feels involved in what he learns regardless his personal or social situation (Barth, 2005). Lifelong learning can be defined as a self-directed mix of formal and informal education (Helterbran, 2005).
In this 21st century where society rapidly is chancing to a knowledge-based society demand a new approach to education, within a framework of Lifelong learning. The European commission defines Lifelong learning as “ all learning activity undertaken throughout life, with the aim of improving knowledge, skills and competence within a personal, civic social and/or employment-related perspective” (ESEA, 2007). There are various ways for lifelong learning.
A possibility of lifelong learning is learning with peers in professional learning communities (Gallagher, Griffin, Ciuffetelli Parker, Kitchen, & Figg, 2011; Siadaty, et al., 2012).
Becker & Riel (2000) found that teachers who regularly participate in professional interactions and activities beyond their classroom use different methods of teaching than teachers who have minimal contact with their peers or profession. A different behavior is needed. The needed behavior includes a number of personal features such as self-directing and motivation.
Drent (2005) describes this behavior as “personal entrepreneurial” and it can be defined as a two dimensional construct. The first dimension is the extent to which teachers use their professional network to support their (digital) skills. The second dimension concerns the initiatives of the teacher for a self-directed search for more information about innovative applications.
How, when and if, teachers develop themselves is influenced by their own personal standards about what good education is. These standards are developed from their own personal experiences with education and from their experiences as a teacher.
Davies and Longworth (1996) describe the life long learner as a person who;
- is able to operate in ill-defined and ever changing environments
- is capable to deal with non-routine and abstract (work-) processes
- is able to handle descisions and responsibility, working in groups within expanding geographical and time horizons.
- Update their competencies by frequently following on the job trainingen and by self learning activities.
Lifelong learning focuses on new skills, such as reflect, communicate, collaborate and new ways of studying and learning (Davies & Longworth, 1996).
The second governmental statement is about a professional standard for the academic teachers. As part of the quality programs for higher vocational education, a constant attention to teacher development is needed. Teacher professionalism is generally understood as a teacher who follows the developments in his field of profession and integrates new knowledge from that field in his education (van Alst, de Jong & van Keulen, 2009).
Within the Dutch Higher vocational education the teacher has to deal with two different fields of interests. The first field relates to the knowledge, expertise and experience on the appeal of the bachelor where he or she teaches. In this study, it will be referred as craftsmanship. The second field has to do with pedagogical knowledge, teaching skills, coaching and guidance skills and organizational and ICT skills that the teacher needs to organize his education efficient and effective. In this study, these skills marked as mastery (Zijlstra, Meerman, & Hooft, 2011). Some of the older teachers have never had a training and act on experience, doing the same thing they always have done.
In Dutch Higher vocational education a big gab is appearing between educators who can keep up with the changes in both fields and those who can’t and/or don’t. Educator often gets the opportunity to follow training and/or courses offered by the institution where he or she is employed. This is denoted by the term formal professionalism. In addition to this formal program, it is possible for educators to participate in courses through self-directed informal learning (Zijlstra & Meerman, 2011). This study focuses on the last form of professionalism with a focus on the intention to use Open educational resources.
Leading in this article is the integrated model or behavior prediction of Fishbein and Ajzen(2003). The Integrated Model of Behavior Prediction gives the variables that determine the intention of behavior of a person.