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Learning and Knowledge Transfer of Professionals within the Building Services Sector

Buildings need to be carefully operated and maintained for optimum health, comfort, energy performance, and utility costs. The increasing use of Machine Learning combined with Big Data in the building services sector has shown the potential to bring energy efficiency and cost-effectiveness. Therefore, upskilling and reskilling the current workforce is required to realize new possibilities. In addition, sharing and preserving knowledge are also required for the sustainable growth of professionals and companies. This formed the basis for the Dutch Research Council funded TransAct project. To increase access to education on the job, online learning is experiencing phenomenal growth. A study was conducted with two focus groups - professionals of a building service company and university researchers - to understand the existing challenges and the ways to improve knowledge sharing and upskilling through learning on the job. This study introduced an Enterprise Social Network platform that connects members and may facilitate knowledge sharing. As a community forum, Yammer from office 365 was used. For hosting project files, a SharePoint page was created. For online courses, the company’s online learning site was utilized. The log data from the online tools were analysed, semi-structured interviews and webinars were conducted and feedback was collected with google forms. Incentive models like social recognition and innovative project results were used to motivate the professionals for online activities. This paper distinguishes the impacts of initiatives on the behaviour of university researchers vs company employees.

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Learning and Knowledge Transfer of Professionals within the Building Services Sector

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Corporate growth game.

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EduLab Digitale Technologie: Ontwerp, Evaluatie en Opbrengsten hbo-docentprofessionalisering

Hanzehogeschool-docenten van verschillende communicatie(gerelateerde) HBO-opleidingen deden mee aan het Edulab-professionaliseringsprogramma (sept ’23 -feb ‘24). Binnen dit professionaliseringsprogramma voerden docenten een ontwerpgericht onderzoek uit naar een digitale technologie van hun voorkeur (veelal ChatGPT) binnen de eigen onderwijseenheid. Tijdens gezamenlijke bijeenkomsten kregen docenten begeleiding van een inhoudelijk expert op het gebied van digitalisering en onderzoek (tevens co-auteur) en een onderwijskundig ingevuld en is er e) een eind-focusgroepinterview gehouden. Tevens zijn twee bijeenkomsten f) geobserveerd door de hoofdonderzoeker. De resultaten worden gepresenteerd tijdens de conferentie procesbegeleider. Doel van het onderzoek is om inzicht te krijgen in het ontworpen en geïmplementeerde professionaliseringsprogramma en in de leerprocessen en -opbrengsten van de deelnemende docenten alsook de reflecties van de ontwerpers op het programma. Om inzicht te krijgen in de percepties van de ontwerpers v.w.b. het ontwerp en de uitvoering van het programma is er gebruik gemaakt van a) interviews en b) logboeken per bijeenkomst. Om inzicht te krijgen in het gerealiseerde programma zijn deelnemers bevraagd d.m.v. c) interviews. Om inzicht te krijgen in de leerprocessen en -opbrengsten zijn d) korte vragenlijsten per bijeenkomst

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EduLab Digitale Technologie: Ontwerp, Evaluatie en Opbrengsten hbo-docentprofessionalisering

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A Research Pathway Model for evaluating the implementation of practice-based research

This study explores the evaluation of research pathways of self-management health innovations from discovery to implementation in the context of practice-based research. The aim is to understand how a new process model for evaluating practice-based research provides insights into the implementation success of innovations. Data were collected from nine research projects in the Netherlands. Through document analysis and semi-structured interviews, we analysed how the projects start, evolve, and contribute to the healthcare practice. Building on previous research evaluation approaches to monitor knowledge utilization, we developed a Research Pathway Model. The model’s process character enables us to include and evaluate the incremental work required throughout the lifespan of an innovation project and it helps to foreground that innovation continues during implementation in real-life settings. We found that in each research project, pathways are followed that include activities to explore a new solution, deliver a prototype and contribute to theory. Only three projects explored the solution in real life and included activities to create the necessary changes for the solutions to be adopted. These three projects were associated with successful implementation. The exploration of the solution in a real-life environment in which users test a prototype in their own context seems to be a necessary research activity for the successful implementation of self-management health innovations.

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A Research Pathway Model for evaluating the implementation of practice-based research

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Experienced teacher learning within the context of reciprocal peer coaching

A considerable amount of literature on peer coaching suggests that the professional development of teachers can be improved through experimentation, observation, reflection, the exchange of professional ideas, and shared problem-solving. Reciprocal peer coaching provides teachers with an opportunity to engage in such activities in an integrated form. Even though empirical evidence shows effects of peer coaching and teacher satisfaction about coaching, the actual individual professional development processes have not been studied extensively. This article offers a way to analyze and categorize the learning processes of teachers who take part in a reciprocal peer coaching trajectory by using the Interconnected Model of Teacher Professional Growth as an analytical tool. Learning is understood as a change in the teacher's cognition and/or behavior. The assumption underlying the Interconnected Model of Teacher Professional Growth is that change occurs in four distinct domains that encompass the teacher's professional world: the personal domain, the domain of practice, the domain of consequence and the external domain. Change in one domain does not always lead to change in another, but when changes over domains do occur, different change patterns can be described. Repeated multiple data collection methods were used to obtain a rich description of patterns of change of four experienced secondary school teachers. The data sources were: audiotapes of coaching conferences, audiotapes of semi-structured learning interviews by telephone, and digital diaries with teacher reports of learning experiences. Qualitative analysis of the three data sources resulted in two different types of patterns: including the external domain and not including the external domain. Patterns of change within a context of reciprocal peer coaching do not necessarily have to include reciprocal peer coaching activities. When, however, patterns do include the external reciprocal peer coaching domain, this is often part of a change process in which reactive activities in the domains of practice and consequence are involved as well. These patterns often demonstrate more complex processes of change.

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Experienced teacher learning within the context of reciprocal peer coaching

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Professional development of teachers using a research based approach to clarify their challenges in multicultural classrooms: a case study of Dutch senior secondary vocational education

This research presents a descriptive study on regarding the use of a research-based approach by teachers to clarify problems they encountered in multicultural classrooms. It analyses the outcomes of a training in which seven teachers from a Dutch Senior Secondary Vocational Education school participated conducting a research-based approach to explore the current practice of their multicultural classrooms. To determine the learning outcomes semi-structured interviews were conducted with the teachers with questions matching the domains of change in Clarke and Hollingsworth(2002) Interconnected Model of Teachers Professional Growth. Our main question was to what extent a research-based approach can help teachers to clarify the problems they encountered in their multicultural classrooms. According to the external domain of Clarke and Hollingsworth they become encouraged by sources of information from experts and literature. The teachers did not always have a positive attitude towards all research activities.

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Fostering subject teachers' integrated language teaching in technical vocational education

This study reports on a Professional Development Program (PDP) designed to raise teachers' subject specific language awareness (TSLA) as a relevant and specific element of their practical knowledge and improve their language integrated teaching behaviour. The design of the PDP was based on the interconnected model of teacher professional growth (Clarke & Hollingsworth, 2002). Data were collected using semi-structured interviews, classroom observations, and video-stimulated interviews. The PDP resulted in change in both teachers' subject-specific language awareness and related teaching behaviour. Teachers' sense of responsibility to address students' language learning appeared to be relevant for teachers' change of behaviour.

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Professional growth in research supervisors’ pedagogical content knowledge as result of lesson study

Lesson study is a professional development program that combines teachers’ active engagement and observation of teachers’ lessons. During a lesson study teachers collaborate in a lesson study team. In this study, four participating research supervisors have developed, taught, evaluated and redesigned a supervision meeting with a focus on undergraduate students’ research skills. During so-called research lessons, supervisors experimented with open questioning and giving positive feedback instead of giving instruction and explanations. As a result, the participating supervisors expected their students to substantiate, argue, and consider the choices they made. We aimed to identify the impact of this lesson study approach on research supervisors’ professionaldevelopment and specifically on their pedagogical content knowledge (PCK) as most important learning outcome. Triangulation by method was applied to measure supervisors’ learning outcomes and learning activities; learning reports, videotaped lesson study meetings, and exit interviews were analyzed on indicators of change (e.g. ‘I have learned’). Coding results showed two different learning outcomes and four different learning activities. Each learning outcome, and the corresponding activities were connected to the four domains of the Interconnected Model of Professional Growth. Different pathways for each supervisor’s PCK were determined by constructing pictorial representations per supervisor. This study shows that lesson study is a promising professionaldevelopment method that can have an impact on research supervisors’ PCK. Our supervisors followed different pathways of PCK change, in which the learningactivities of considering your own practice and getting ideas from others contributed the most to these changes.

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Evaluation of the digital teacher professional development TARGET‑tool for optimizing the motivational climate in secondary school physical education

Given the complexity of teaching, continuing teacher professional development (CPD) is essential for maintaining and enhancing teaching effectiveness, and bridging the gap between ever-evolving theory and practice. Technological advancements have opened new opportunities for digital tools to support CPD. However, the successful integration of such digital tools into practice poses challenges. It requires adherence to CPD prerequisites and acknowledgment of the complexity of the professional development process. This study explored the applicability of the developed digital PE teacher professional development TARGET-tool in a secondary school PE context. We examined the perceived usability of this tool and gained insights into the process of teachers’ professional development as a result of using the tool. Ten PE teachers from different schools implemented the TARGET- tool within their PE context for a period of 4 to 6 weeks. Individual semi-structured inter- views and the System Usability Scale provided insights into the perceived usability and the process of teacher professional development. The TARGET-tool demonstrated its potential as an effective tool for supporting teachers’ professional development. Future tool improve- ments were identified to further optimize the perceived usability, such as simplifying com- plex features, providing additional support and resources, and improving (data) presenta- tions. Using the Interconnected Model of Professional Growth as a theoretical basis, it was demonstrated how the use of the TARGET-tool engages teachers as active and reflective participants in their professional development and induces changes within the external domain, the domain of practice, the domain of consequences, and the personal domain.

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Products 189

Learning and Knowledge Transfer of Professionals within the Building Services Sector

Corporate growth game.

EduLab Digitale Technologie: Ontwerp, Evaluatie en Opbrengsten hbo-docentprofessionalisering

A Research Pathway Model for evaluating the implementation of practice-based research

Experienced teacher learning within the context of reciprocal peer coaching

Professional development of teachers using a research based approach to clarify their challenges in multicultural classrooms: a case study of Dutch senior secondary vocational education

Fostering subject teachers' integrated language teaching in technical vocational education

Professional growth in research supervisors’ pedagogical content knowledge as result of lesson study

Evaluation of the digital teacher professional development TARGET‑tool for optimizing the motivational climate in secondary school physical education

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Products 189

Learning and Knowledge Transfer of Professionals within the Building Services Sector

Corporate growth game.

EduLab Digitale Technologie: Ontwerp, Evaluatie en Opbrengsten hbo-docentprofessionalisering

A Research Pathway Model for evaluating the implementation of practice-based research

Experienced teacher learning within the context of reciprocal peer coaching

Professional development of teachers using a research based approach to clarify their challenges in multicultural classrooms: a case study of Dutch senior secondary vocational education

Fostering subject teachers' integrated language teaching in technical vocational education

Professional growth in research supervisors’ pedagogical content knowledge as result of lesson study

Evaluation of the digital teacher professional development TARGET‑tool for optimizing the motivational climate in secondary school physical education