Andersson, P. and Hellberg, K. (2009). Trajectories in teacher education: Recognising prior learning in practice

Andersson, P. and Hellberg, K. (2009). Trajectories in teacher education: Recognising prior learning in practice.  Asia-Pacific Journal of Teacher Education, 37(3) pp. 271-282.  Retrieved on July 4, 2010 from http://pdfserve.informaworld.com.ezproxy.usq.edu.au/45962_751304989_913338512.pdf


Introduction
Andersson and Hellberg define recognition of prior learning ('RPL') as an important area in current research.  Work by Breier indicates that 'rpl' can be thought of as informal education (e.g. preschool) or the value of educational processes of informal and non-formal learning.  Their study was conducted on childminders in Sweden who become teachers.  Apprenticeship is a tradition that is coming back into fashion.  Although this type of learning process is highly valued, validation is only re-emerging as assessment practice is revised.


The Swedish preschool
Both preschool teachers and childminders perform very similar functions, but have varying degrees of responsibility.  Education for childminders used to be a program available in upper secondary school years but is now regulated to include a one year supplementary course.  Pre-school teachers commit to a three and a half year degree program.


Teacher education is Sweden
Credit systems are used to tally the total number of points received that indicate one successful year of training has been completed.  Learning outcomes must be displayed before credit is given, which is different from a definition of aims that was previously expected.  Pre-service teachers are required to undergo an initial year of general education studies to determine which age group is best suited to their skill and ability.  


The current initiative for childminders
A shortage of preschool teachers has created an opportunity for childminders to increase their professional value through higher education programs.  Requirements are different in that childminders are vocational students and need to have worked in a pre-school setting prior to enrolment.  Modules are similar to those of preservice teachers, although credits are split between study and practical work experience.  RPL is a standard option for childminders as part of the validation and assessment processes.


Prior research
Teacher socialisation and development has been subject to critical attention.  Traditionally, the focus has been on outcomes rather than process.  Adult students entering higher education use their lifeskills to help consider the meaning gathered through formal learning as it applies to their epistemic beliefs.  A large proportion of their achievement rests in interactive and integrative behaviour.  Higher education is used as a link to make full use of lifelong learning and new knowledge.  Andersson and Hellberg state that the manner in which an individual makes use of personal knowledge (RPL) enhances the collective in ways that extend to political arenas and is critical in developing a foundation for innovation and creativity within a structured framework.


A shortage of teachers has meant that educational institutions are looking further afield to recruit.  International recruitment has opened up the path for integrating global methodologies and perspectives.  Prior learning has been recognised in these instances and many educational programs of higher institutions are being designed to incorporate this new multicultural source of information.  Formal assessment times can be reduced without sacrificing quality.


A situated learning perspective
Learning requires individuals to share professional knowledge between group members.  Learning environments open to receive new knowledge through member participation.  Knowledge is not considered a static flow from learning centre to individual, but seen as a bi-directional flow that perpetuates living knowledge.  Andersson and Hellberg unpack the terms 'legitimate peripheral participation' and 'full participation' to analyse the development of integration.


Through integration, identity building processes are developed during participation and commitment to community praxis.  Experience is gained through knowledge that adds to or replaces existing philosophies and beliefs.  Learning trajectories are identified and encouraged as individuals monitor the situation and adjust goals.  Theory and practice develop from embedded daily activity.  Tacit information, or RPL (e.g. knowledge that has not been expressed), is gathered by the collective to advance individual knowledge.


Aim of the study
The authors determine the role that recognised prior learning plays within the scope of learning trajectories as childminders are educated to enter teacher education as it relates to vocational experience.


Design of the study
Learning is known to be a lifelong experience rather than a one-off event that occurs at a learning event (e.g. at university).  Knowledge allows individuals to practice methodology as it is learned and applied.


Trajectories of child minders in two communities of practice
Tacit or implicit knowledge is used to enhance learning (e.g. it can be used as a base or foundation for understanding what is learned and how it is expressed by doing).  While childminders were seen to be able to use prior knowledge to adapt and transform to new knowledge, it is pivotal to understand that performance may not increase commensurately with increased knowledge.  Individual learning trajectories (e.g. self-regulation) dictate how experience is practiced.  Andersson and Hellberg state that students in this study displayed a shift in identity.  Knowledge gained by the childminders was seen to affect the perception of the difference in work and practice between teacher and childminder.  The process of education serves to change an individuals outlook.


Workplace experience/knowledge facilitating the trajectory into the practice of university studies
Program designs look to embed practical and theoretical knowledge as part of ongoing learning systems.  Identifying and separating modes of participation and practice at work and university proved challenging.  Tacit knowledge is revealed during project work - expression in literacy reveals individual strength and styles.  Institutions of higher education use incoming knowledge to update and change teaching methods progressively.  As students acquired knowledge required of pre-service teaching, transformation in perception and identity occurred.


Implicit and indirect recognition of work-place experience/knowledge
RPL facilitates the approach to learning (e.g. prior knowledge is required to understand holistically the theory of what is being learned using previous experience).  On-going learning at higher education levels has revealed new information that helps with the design of training programs.  While background experience has not always been considered a transferable skill, new methodology is being implemented to include more of an individuals capability.


Conclusion
Collective learning through prior learning has been acknowledged as a significant method of praxis.  Because there are seeming differences between individuals (e.g. cultural, ethnic, racial), the process of self-verification may be a long-term and productive process of discovery.  Andersson and Hellberg observed that while childminders had an initial perspective about their occupation and education, they moved from periphery to full participation when they integrated.  Integration in this instance is the acceptance of being with clarity to set and align objectives and goals.  Innovation and creativity is an outcome of being that generates new knowledge not only for the individual but the community.  The methodology of teaching should be seen as the evolution of making tacit knowledge explicit.  The challenge lies in knowing how to make the design strategy work.  Experience guides participation, and individual members reflect new philosophies in the way they extend their learning through behaviour modification.