Learning to teach beyond the classroom, learning to support teachers teaching

1
Learning to teach beyond the classroom, learning
to support teachers teaching

• Perspectives from projects between UTS Education
  Students and Museum Educators
• Kimberley Pressick-Kilborn, UTS

2
Overview

• The context for the subject design
• UTS students learning through the projects
• Museum educators perspectives
• Issues arising from the projects - What have we
  learnt about supporting future teachers
  understanding of learning in museums?

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The context A basis in research

• Planning for learning outside the classroom
  ensuring a focus on learning
• What is unique about the setting?
• Planning for learning, beyond worksheets
• Embedding the field trip in classroom-based
  activities
• Purpose for teachers and students, choices in and
  ownership of their learning
• (Ramey-Gassert, 1997 Hein, 1998 Griffin, 1998
  Lucas, 1999 Marsh et al, 2003)

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The context Our question

• What role can initial teacher education play in
  providing opportunities for teacher learning
  about how to conduct effective excursions to
  museums/field study centres?

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The context Subject design

• Semester-long subject within the science and
  technology sequence in the B.Ed (Primary) program
• Social constructivist approach
• Team projects, personal experiences
• Embedding students museum-based learning in a
  university-based subject

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The context Projects

• Authenticity - projects designed by Museum
  Educators, for use by children
• Expressions of Interest
• Flexibility and autonomy
• UTS students participating in a professional
  community of practice as apprentice learning
  advisers

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The context Sample projects

• Brett Whiteley Art Studio - Develop a program
  investigating art conservation techniques
• Bicentennial Park - Design an environmental
  sensory walk

• Cumberland State Forest - Develop a mobile forest
  education unit
• Sydney Childrens Museum - Write interactive
  exhibit labels for young children

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UTS students learning

• Data gathered through
• Individual case books kept by students
• Student evaluations of the subject
• Museum education staff (learning mentor)
  assessment of each team members contribution
• UTS academic staff members assessment of
  on-going participation, final product, class
  presentation

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UTS students learning

• Depth of understanding of science and technology
  content
• Insights into helping people learn science and
  technology
• Skills to help children learn in informal settings

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UTS students learning

• Meeting a brief, working as a team member,
  following a project to completion, creativity and
  innovation
• Satisfaction of projects put into practice

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Museum educators perspectives

• Focus group and written surveys
• Innovative ideas from UTS students
• Up-to-date knowledge of syllabus documents
• Students understanding of constraints of museums
  as well as more sensitive to the needs and
  characteristics of these institutions
• Making a contribution to teacher education

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Museum educators perspectives

• Most students understood the importance of the
  program and appreciated our time and assistance.
  On the whole, we certainly appreciated theirs!
  (Educator 4)
• It makes professionals realise that they can
  contribute to the training of young professionals
  in the field. (Educator 2)

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Issues arising

• UTS students perceptions of teaching and
  learning revealed
• I feel the idea of excursion site education
  as a science and technology education topic has
  potential, however it appears it has been used
  as free time rather than benefit student teacher
  educationit would have been more beneficial for
  you to have taught us how to cater for the needs
  of our class on an excursion, as we dont need to
  know how to create activities for children. We
  pay excursion sites to do this! (S. 22, 1998)

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Issues arising

• Teaching face-to-face in the classroom is
  only one job option. (S. 84, 1997)
• Sometimes assignments can be quite unrealistic,
  using the perfect classes, students and ideal
  situations. It is satisfying knowing that we have
  developed a practical, realistic kit that will be
  used. (S. 44, 1998)

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What have we learnt about supporting future
teachers understanding of learning in museums?

• Being in museums, a part of the real life of
  the institution
• Gaining insight into museum educators roles, and
  how these relate to their own future classroom
  teaching roles
• Better preparing UTS students to be independent,
  autonomous learners and give them more
  information about what to expect in working as an
  apprentice learning adviser in a museum

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• Before this project I understood that such
  practical work was invaluable and yet in my mind
  I also had this image that excursions were a
  chance to zone out. It seems however that things
  have changed a lot. Now things are really
  well-planned and most importantly for me its not
  all about filling in a worksheet correctly by the
  end of the day. These excursions, as I now see
  them, are a valuable time for students to learn
  in a practical manner rather than a time when
  they merely get out of the classroom and do
  something different. (S. 45, 1998)

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How can UTS teacher educators and UTS students
continue to work with museum educators?

• Learning beyond the classroom elective
• Community-based practicum in the B.Ed program?
• Your ideas
• kimberley.pressick-kilborn_at_uts.edu.au