Abstracts - Earli

Invisible Differences: On the modeling process of teaching standardsFritz Oser, University of Fribourg, SwitzerlandBerno Stoffel, Swiss Pedagogical Institute Vocational Education, SwitzerlandAlbert Duggeli, University of Fribourg, SwitzerlandGian-Paolo Curcio, University of Fribourg, SwitzerlandWhat teachers have in mind is actually an important research field regarding the quality ofteaching and learning activities in classrooms. One field about teachers mind is concerned theconstruction and formulation of competence profiles; it has recently become a significant issue forteacher training and continuous education. We conceptualize teaching competence as the capacityto act in a professional, meaningful, and functionally appropriate manner in a particular situation.The measurement of this competence profile on a given level defines a standard. In our work, wedevelop and assess standards for vocational teachers. Drawing on an expert rating study (N=793),we have developed a theoretical framework that describes 45 holistic competence profiles rated assuccessful teaching elements in vocational schools. Further, we have constructed a video-baseddiagnostic instrument that informs teachers how well they master a standard. We present results ofthe validation study with 159 vocational teachers and 42 non-teachers. Participants viewed twofilm vignettes on group work and then answered a set of questions about various criteria: eightgeneral dimensions of teaching quality (e.g., sympathetic understanding, effectiveness, motivation,etc.) and five standard specific dimensions (e.g., comprehensibility of the introduction,effectiveness of the group-formation, etc.). Based on a confirmatory factor analysis, weconstructed 13 scales (alphas >.65;F 2129 August 2007 17:00 - 18:20Room: 1.60Paper SessionTeam learning and organizationsChair:Eero Ropo, University of Tampere, FinlandLearning as work in IT support. On the institutionalization of activities for learning in work lifeAnn-Charlotte Eklund, Department of Education, Göteborg University, SwedenÅsa Mäkitalo, Department of Education, Göteborg University, SwedenThis paper presents a sociocultural study of professional knowing and learning in a new kind oforganization, namely that of IT support. Such practices have emerged as a response to the needsgenerated by an increased use of a broad range of technologies in society. The general aim of ourproject is to analyse how professional knowing is organized and maintained in such a workplaceand how learning at work takes place. We have made participant observations of the team’s workover a period of one year and have audio- and videorecorded core activities. To be regarded as anexpert of technology in this field, and yet, to be of service in relation to a limitless need of support,create tensions and disturbances that have to be addressed strategically by the team. Suchconditions of work have generated an organization characterized by no division of labour orassigned areas of individual responsibility. Instead, all tasks and responsibilities need to be sharedby the team members. Mechanisms for individuals’ functioning within the group and the group’sfunctioning as a unit are thus crucial. From our observations we draw the conclusion that the– 359 –