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“The Learning Teacher”

research program of Eötvös Loránd University

The institutional environment _______________________________________________________ 2 The individual research programs of ESRs ______________________________________________ 4 Teacher learning in the context of teaching practice __________________________________ 4 Teacher learning in the context of curriculum innovation ______________________________ 4 Teacher learning as adult professional learning ______________________________________ 5

“The Learning Teacher” project of ELTE ________________________________________________ 6 ANNEXES ________________________________________________________________________ 9 Annex 1 – Detailed descriptions ____________________________________________________ 9 I. Research program for ESR 13 ___________________________________________________ 9 II. Research program for ESR 14 _________________________________________________ 15 III. Research program for ESR 15 _________________________________________________ 21 ANNEX 2 - List of partner organisations _____________________________________________ 25

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The Faculty of Education and Psychology of ELTE will hire three of the fifteen Early Stage Researchers (ESRs) to be recruited by the five universities of the EDiTE consortium in the framework of their Horizon/EDiTE program. The fifteen ESRs together will play a key role in realising the common Horizon/EDiTE research program entitled “Transformative teacher learning for better student learning within an emerging European context”.1

The institutional environment

The three ESRs arriving to ELTE will work in “The Learning Teacher” research program which is one of the components of the common Horizon/EDiTE research program. For them this will also mean the realisation of their own individual doctoral research. According to the common Horizon/EDiTE program the three ESRs arriving to ELTE will do research in one of the following three research themes:

The evolution of teacher education programs in different countries with a special focus on the role of practicum in developing teacher competences in teacher education programs

Teacher learning in schools as innovative learning environments, in the context of curriculum reforms and educational development interventions

Educating the reflective professional in teacher education: Professional learning in teaching and in other professions

The three ESRs arriving to ELTE will be connected to six different communities: each of them being an important reference framework for them. The six communities are as follows (see also 1. Figure):

1. The community of the fifteen ESRs, working in different EDiTE universities who together will realise the whole of the common EDiTE research program

2. The community of the three ESRs recruited by ELTE implementing the ELTE component of the common EDiTE research program

3. The academic community of the ELTE organisational unit (department/institute) where the ESR will do his/her daily research work while being employed by ELTE

4. The community of ESRs working in the same thematic strand recruited by different EDiTE universities

5. The research community of the EDiTE university where the ESR is supposed to pass his/her period of secondment

6. The doctoral school of ELTE, including the supervisor appointed by the doctoral school and the student and academic community of the doctoral school

1 This common research program emerged from the cooperation of five European universities in the framework of the EU funded EDiTE program (see the website of the program here: http://www.edite.eu). The „issues paper” of the final conference of this program might also contain relevant content for the reader of this document (see it here:

http://www.edite.eu/files/ISSUES_PAPER_EDiTE_Budapest_conference_Issues_Paper_201407.pdf).

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1. Figure

The multiple connections of ESRs

ESR

3. The academic community of the relevant ELTE Unit 2. The ELTE ESR team

(3 ESRs realising the common ELTE research program)

4. The relevant EDiTE Strand community 1. EDiTE ESR community

(15 ESRs realising the common EDiTE research program)

5. The research community of the secondment university 6. The ELTE

Doctoral School

(supervisors, teachers, student fellows)

Although as doctoral students the ESRs will have a special status and their individual research will be supervised by a supervisor appointed by the Doctoral School and approved by the EDiTE consortium they will perform their everyday research work as the member of the specific academic community of the designated ELTE units (department/institute) in close cooperation with the other academics working in the same unit and under the direct formal supervision of the head of this unit. The three ESRs arriving to ELTE will be placed in the following specific units (department/institute) of the Faculty of Education and Psychology:

 The first ESR (No13) will be placed in the Centre for Organisation, Teacher and Teacher Education Research (COTTER)

 The second ESR (No14) will be placed in the Centre for Higher Education and Innovation Research (CHEIR)

 The third ESR (No15) will be placed in the Institute for Research on Adult Education and Knowledge Management Centre for Adult Learning and Education Research (CALE) 2

Each of the organisational units will be responsible for integrating the research work of their ESR into their common unit level research program in a way that must allow that the ESR gets full support (1) to realise his/her individual doctoral research program under the supervision of his/her doctoral supervisor and (2) to contribute actively to the implementation of the common Horizon/EDiTE

2 ESR numbers 13, 14 and 15 are numbers used in the original European Doctorate in Teacher Education (EDiTE) Horizon 2020 application.

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research program of the participating five universities. The head of the unit will assure the balance between these complementary perspectives.

The individual research programs of ESRs

The three ELTE units will integrate the individual research work of the ESR into their current research portfolio. The following three research areas are offered to the ESRs arriving to ELTE for the elaboration of their own individual research plan:

Teacher learning in the context of teaching practice

This first component of the common ELTE Horizon/EDiTE research program will be implemented by ESR13 as part of her/his individual research project entitled “The evolution of teacher education programs in different countries with a special focus on the role of practicum in developing teacher competences” in the Centre for Organisation, Teacher and Teacher Education Research (COTTER). This research aims at answering two main research questions: (1) What role practicum plays in developing teacher competences in teacher education programs?”, and (2) “What is the impact of practicum in teacher education on the learning and beliefs of teachers about pupil learning?” The proposed research methodology is a combination of various data collection methods (institutional case studies, observations, focus groups and interviews, desk research, cross-country analysis of teacher education programs and action research).

It is assumed that the evolution of training programs towards enhancing open learning environments and integrating work-based elements are producing better conditions for effective teacher learning about how pupils learn. It is expected that this research will create new knowledge not only on the development and the nature of teacher education programs (with a special focus on the role of practicum in these programs) but also about the nature of the knowledge and beliefs of teachers about effective pupil learning. Cross-country comparison will support a better understanding of the challenges teacher education programs in Europe face in different contexts. The intention is that the research findings will show how linking theory and practice enhance change in European societies.

Teacher learning in the context of curriculum innovation

The second component of the common ELTE Horizon/EDiTE research program will be implemented by ESR 14 as part of her/his individual research project entitled “Teacher learning in schools as innovative learning environments, in the context of curriculum reforms and educational development interventions” in the Centre for Higher Education and Innovation Research (CHEIR). The aim of this research is to understand better the nature of teacher learning in schools operating as innovative learning environments, in the context of curriculum reforms and educational development interventions. It also aims at understanding – at individual and institutional level – the role of experimentations in the development of the professional competences of teachers. A further important goal is to

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understand how educational curriculum-development interventions, support services and teacher professional knowledge sharing networks support teachers to learn from each other.

The main research questions are (1) “What are the main characteristics of teacher learning?”

and (2) “What are the specificities of teacher learning in innovative learning environments in the context of curriculum reforms and educational development interventions?” The ESR is supposed to use a mixture of qualitative and quantitative research methods (such as exploration of literature, secondary analysis of existing data bases, large sample survey with questionnaire, statistical analysis, interview with key actors, preparation of case studies in schools and comparative analysis).

Teacher learning as adult professional learning

This third component of the common ELTE Horizon/EDiTE research program will be implemented by ESR 15 as part of her/his individual research project entitled “Educating the reflective professional in teacher education: professional learning in teaching and in other professions” in the Institute for Research on Adult Education and Knowledge Management Centre for Adult Learning and Education Research (CALE) in the framework of the broader research proposal entitled “Learning at the work place: a sectoral comparison”. This broader research is to be implemented by several members of the research team of CALE, and ESR 15 will work closely together with this team.

The main research question is “What are the differences in the development of professional competences in teaching and other professions”. The research aims at collecting data about professional learning in six different professional groups: VET teachers, foreign language teachers teaching adults, IT professionals (such as programmers, software developers), HR professionals (such as coaches and trainers), health professionals (such as doctors and nurses) and architects. The main research method of the empirical part of this research will be semi-structured interviews analysed with a content-analysis software.

The proposed pieces of research are based, in all the three units, on a number of completed, running and planned actual research projects. For example ESR 13 can use the existing databases of COTTER from previous research among practicing teachers and also the rich previous research experiences on teacher belief systems. ESR 14 can also use the existing databases of CHEIR from a previous research into the impact of curriculum oriented development interventions and he/she can take part in a new three year project to be started in 2016 on the birth and spreading of educational innovations. ESR 15 can be connected to an ongoing research of CALE on the professionalization of VET teachers.

All the three proposed research strands have taken into account the need to connect the ESRs to the other communities listed above. It is assumed, for example that the three pieces of research to be conducted by the three ESRs arriving to ELTE will be strongly connected to each other so that the ESRs could share knowledge, research instruments, field experiences and other resources among themselves. It is assumed that the three ELTE ESRs will work as a common team towards supporting

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the realisation of the common Horizon/EDiTE research program on better teacher learning for more effective pupil learning in a European context.

“The Learning Teacher” project of ELTE

The three studies implemented in a parallel way together form the integrated project entitled “The Learning Teacher” which will be the main contribution of ELTE to the common Horizon/EDiTE research program. The main thematic focus of this project is teacher learning, with a special focus on learning in the context of practice and work and the key question behind this focus is how teachers and student teachers learn about effective pupil learning while doing school based practice or performing their daily work in classrooms and school communities. The three components or thematic pillars of the research will look at practice-based or work-based teacher learning from three different perspectives.

The contribution of the first component (to be realised by ESR 13 and his/her hosting unit) to “The Learning Teacher” project will be linked to its special focus: the role of practice in acquiring teaching skills in teacher education understood as a continuum, including not only initial teacher education but also induction and continuous professional development. A key question of this component will be how learning in practice and by practice is shaping the knowledge and beliefs of teaches (student- teachers, novice teachers and also experienced practitioners) about the nature of pupil learning. It is expected that this component will lead also to new ideas about how to organise practice-based and work-based elements of teacher education programs and how to integrate them with the theoretical elements.

The second component (to be realised by ESR 14 and his/her hosting unit) will contribute to the ELTE research program by its special focus, that is, by studying the specificities of teacher learning in schools where major curriculum innovations have been introduced through various development interventions or curriculum reforms and, as a consequence, the work environment of teachers, as well as the learning environment of pupils is being significantly transformed. These innovative environments seem to be not only particularly favourable for teacher learning but they might also foster particular forms of this learning.

The special contribution of the third component (to be realised by ESR 15 and his/her hosting unit) will come from its special focus on the general features of adult professional learning. It is expected that the comparative analysis of professional learning in different professions will significantly support our understanding of the nature of teacher learning.

The main common research question behind “The Learning Teacher” project is “How teachers learn in practice?”, complemented with the question of “How teacher learning for effective pupil learning can be improved?” The project aims not only at better understanding practice-based or work-based teacher learning but also at leading to new developmental ideas about how to improve the quality of teacher learning.

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It is expected that all the three parallel thematic pillars of the project will place teacher learning into the broader context of the school as an organisation and teacher learning will be conceived not only as an individual but also as a collective or social process. A special attention is to be paid to communities of practices, to networked forms of learning and to various platforms where individuals can share their professional knowledge. An important goal of the “The Learning Teacher” project will be to understand better the development and sharing of professional knowledge embedded into practice (“tacit knowledge”) through individual and collective learning.

The project is expected to have a strong comparative element, covering both a broader European perspective and a more focused specific perspective of the five EDiTE consortium countries. The project will encourage a commitment to connect the research about teacher learning to the emerging new European policies related with the teaching profession. Each component is supposed to reflect to the developments of the broader European context. The comparative dimension of the research in all the three themes will exploit the mobility (secondment) component of the program.

Each ESR is supposed to complement their field work in their host country (the country where they are employed) by similar field-work in the country where they spend their secondment time. There is also an intention to include, where relevant, the historical dimension into each research components in order to increase “time-awareness”, that is, the awareness of emerging trends and those presumably developing further in time.

The project will put a strong stress on reviewing earlier research, the outcomes of which is expected to be used in each of the parallel studies. The three ESRs and the ELTE units hosting them will be encouraged to share the outcomes of literature reviews so that each of the three studies could rely on the revealed common knowledge.

The project will support the use of mixed research methods, including the analysis of documents, data collection in schools through questionnaires and interviews, case studies and other quantitative and qualitative data collection and analysis methods. The use of research instruments in each of the three parallel studies will be encouraged and the overarching theme of teacher learning will allow the organisation of thematic workshops where the three ELTE ESRs and others involved in the research can discuss relevant research questions and outcomes together with the interested representatives of the three units where ESRs will perform their work.

As the focus on teacher learning in practice/work is in accordance with the main thematic focus of the common Horizon/EDiTE research program it can be expected that the implementation of “The Learning Teacher” project will not only help the three ELTE ESRs to realise their individual doctoral research but it will also be a valuable contribution by ELTE to the common EDiTE project goals. At the same time, this project will also contribute to the development of research capacities of ELTE in a field which has long been an area of high research interest in this university. “The Learning Teacher”

project” will use the outcomes of earlier research on teacher knowledge and teacher beliefs, teacher learning in the process of implementing development interventions aimed at curriculum renewal and adult learning in non-formal and informal settings, including work-based learning.

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The field work component is a particularly important part of each of the three studies. This is one of the reasons of ESRs being strongly connected to the different research units of ELTE: the appropriate assistance for field work conducted by foreign nationals can be realised only by the receiving units. It is assumed that the EDiTE partner institutions listed in the application submitted to Commission (see Annex 2) will play a key role in supporting the field work of the ESRs.

The assumption is that the three members of the ELTE ESR team will operate as a small international research team on teacher learning capable to bring a valuable contribution to the EDiTE common research program. The effective implementation of “The Learning Teacher” project will require an intensive cooperation not only between the three ELTE ESRs but also between the three receiving units of the Faculty of Education and Psychology of ELTE. Other units of ELTE where no ESRs are placed will also be encouraged to participate in the project.

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ANNEXES

Annex 1 – Detailed descriptions

The detailed presentation of the thematic strands proposed by the three ELTE units.

I. Research program for ESR 13

THE EVOLUTION OF TEACHER EDUCATION PROGRAMS IN DIFFERENT COUNTRIES WITH A SPECIAL FOCUS ON THE ROLE OF PRACTICUM IN DEVELOPING TEACHER COMPETENCES IN TEACHER

EDUCATION PROGRAMS

Centre for Organisation, Teacher and Teacher Education Research (COTTER)

Introduction and theoretical background

The recent European changes of teacher education are pertinent to the relationship between teacher education and teaching practice. Practicum as an integral part of teacher education programs faces several challenges, such as: restructuring educational programs related to new theoretical models of learning, new stakeholders in teacher education, new partnership models, initial teacher education and teachers’ continuous professional development on the basis of standards. Furthermore, the increasing role of practicum causes general changes in teacher education programs at theoretical, structural and content level. Despite the global educational discourse, these changes are contextualised, that is, strongly influenced by national and local contexts (Rapos et all. 2014) by national school traditions and local school cultures.

Key elements of changes in the field of practicum especially pertinent to research include:

(1) The increasing role of standards. Standards influence the content and main activities during the practicum phases of in-service teacher education; teacher standards function as a guide for development in the initiation period; standards also play an important role in the development and evaluation of teacher education programs (Darling-Hammond, 2002; OECD, 2011),

(2) The reconceptualisation of practicum in teacher education programs in general. This covers both rethinking the relationship between theory and practice, and rethinking the function of teacher education in society and in education system (Grossmann et al. 2009), and

(3) The need for enhanced partnership among stakeholders, new partnership models. This includes partnership between schools and universities; schools and local communities; and new partnership models between education and work (Menter et al., 2010; Rapos & Kopp, 2015).

Although changes in the field of practicum show general patterns (Clift & Brady, 2005), local contexts may vary considerably. An extensive literature on teachers’ and student teachers’ beliefs about learning (e.g. Pajares, 1997; Brookfield, 2003; Falus, 2001) suggests that there is a complex relationship between teachers’ beliefs and practices: teachers’ beliefs about teaching and learning (1) are influenced by teachers’ own experiences as learners (Holt Reynolds, 1992; Lortie, 1975); (2) act as a filter through which teachers interpret new information and experience (Pajares, 1992); (3) can exert a persistent long-term influence on teachers’ instructional practices (Crawley & Salyer,

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1995; Sprague 2014); (4) and interact with their experience (Richardson, 1996). Research has also shown that countries differ with regard to teacher beliefs (OECD 2009). Although many studies have investigated teachers’, mentors’ (Wilson et al., 2003) and students’ beliefs, there the intersection between different stakeholders’ beliefs in teacher education and the influence of these on student teachers has been given limited attention.

Purpose of the study

The aim of this research project is to contribute to the study of professional learning through the comparative analysis of the evolution of teacher education programs and identification of common European dimension of changes in the field of teacher education. The project will analyze the evolution of teacher education and continuous professional development programs in different countries (preferably in the countries of the EDiTE consortium universities) with special focuses on the role of practice-based learning in developing teacher competences. The project will be based on a cross-country comparative analysis, comprising theoretical and empirical components. An empirical study in higher education institutions involving interviews with teachers, students, program coordinators and other key stakeholders will form a part of this research project. The study also aims to analyse the connections between practicum in teacher education and stakeholders’ beliefs about learning and to identify differences within and across countries in this field.

Research questions

a. What role practicum plays in developing teacher competences in teacher education programs?

i. How does practicum change in teacher education in different countries?

ii. How does the tradition of the given education system influence these changes?

iii. What do teachers really learn during practice?

iv. What are the unique features of practicum structures in different programs that encourage or restrict learning from practicum experiences?

v. What are the long-term impacts of practicum on teachers’ work?

b. What are the impacts of changes of practicum in teacher education on stakeholders’ beliefs about learning?

i. How do student teachers’ beliefs change during practicum, and how do different factors affect these changes?

ii. What beliefs do different stakeholders have about the nature of learning as they interact with those learning to teach?

iii. How do these assumptions affect student teachers’ development of their professional practice?

iv. What are the unique features of practicum structures that encourage or restrict learning from practicum experiences?

v. What are the long-term impacts of practicum on teachers’ beliefs?

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Research Design and Methods

 Institutional case studies, observations, focus groups and interviews

 Desk research

 Cross-country analysis of programs

 Action research Expected results

It is assumed that training programs conducted in open learning environments which integrate work- based elements will be more efficient. It is expected that this research will create new knowledge on the development and the nature of teacher education programs with a special focus on the role of practicum in these programs. Cross-country comparison will support a better understanding of the challenges teacher education programs in Europe face in different contexts.

ESR 13 seconded to ELTE will collect information for the cross-country analysis of the evolution of teacher education programs in the visited partner country, of teachers’ learning in schools as learning environments in the context of teacher education reforms and teachers continuous development interventions.

Connections

a. Connections with Centre for Organisation, Teacher and Teacher Education Research (COTTER) recent research projects with subtopics linked to Strand B/3:

 Role of practicum in teacher education programs:

o Comparative analysis of teacher education programs, content analysis o Students’ experience, students’ voice related to practicum, Case study o Mentors’ learning during mentoring process

o Influence of practicum on professional development activities in placement schools

o Changing role of peers

 Role of practicum in Teachers’ Continuous Professional Development:

o Analysis of teachers’ portfolios

o Learning biographies of innovative teachers

o Role of school culture, learning culture in teachers’ CPD

o Reflectivity and problem solving at individual and at organizational level o Supporting professional development

o Evaluation at organizational level b. Links to research topics of ESRs seconded to ELTE

 Strand C: Teacher learning in schools as innovative learning environments, in the context of curriculum reforms and educational development interventions

o Influence of practicum on teachers’ learning in placement schools as learning communities.

 Strand D: Educating the reflective professional in teacher education: Professional learning in teaching and in other professions

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o Changing patterns of working, learning and development: the role of practicum in teacher education.

c. Links to research topics Strand B: The dynamics of change and transformation (UIBK, ULS, ELTE)

• Transformation and change through collaborative classroom research

o Role of student teachers’ research activities in teacher education

• Changing school cultures: critical ethnographies of learning and teaching in transforming institutions

o Role of school culture, learning culture in student teachers’ field experiences

d. Further links to the common EDiTE Research Program

 Research as social change: education policy and their impact on teacher education

 Transformation, innovation and change in teacher education in European context Resources

COTTER was established in June 2015 by Ágnes Vámos, the previous head of the Department of Learning Theory. The Research Centre (RC) is formed by lecturers and senior researchers with previous experience in research and development projects focusing on higher education, teacher education and teachers learning (see Research Projects). COTTER is also strongly connected to the Teaching and Learning Program of the Doctoral School, therefore PhD students also participate in the work of the RC. Though COTTER is newly established, extensive research in the field of teacher education and development had been conducted by its members in previous years. Relevant research projects with proposed connections to EDiTE are listed below:

1. 2014-2015 TÁMOP 4.1.2.B.2-13/1-2013-0007 ‘Nationwide Coordination for the Renewal of Teacher Education’ (Main activities and products: curriculum development, comparative analysis of the role of placement in In-service Teacher Education, comparative analysis of Quality Assurance in Teacher Education, Proposal for National Renewal of Teacher Education, research focused on placement)

1.1. Desk research: Role of School Placement in In-service Teacher Education 1.2. Secondary analysis of interviews

1.3. Secondary analysis of focus group discussion

1.4. Analysis of practical experiences of students (interview, case study) 1.5. Analysis of changing role of school placements (interview, case study) 1.6. Analysis of changing role of mentors (interview, case study)

1.7. Curriculum analysis

1.8. Analysis of policy documents

2. 2013-2015 TAMOP 3.1.5. Supporting Teacher Education ’Nationwide Coordination of Developing Teacher Career Path’ (Main activities and products: online survey on activities of excellent teachers in Hungary, desk research: comparative analysis of teacher career path models, focus group discussion and pilot with excellent teachers, evaluation and support system of new stages of teachers career path: excellent teacher (Master Teacher and Teacher Researcher) (further financial support is possible)

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2.1. Secondary analysis of database (online survey) 2.2. Content analysis of teachers’ portfolios 2.3. Content analysis of policy documents

2.4. Analysis of teachers’ experiences (case study, interviews)

3. 2013 – TÁMOP 4.1.2. A: Teachers' Professional Learning Activities in Hungarian Schools (Main activities and products: analysis of interviews and learning biographies of innovative teachers (n=36) (further financial support is possible)

3.1. Secondary analysis of database (interviews and learning biographies) 3.2. Content analysis of teachers’ portfolios

3.3. Case study

4. 2013 - Role of peers in reflection (Main activities and products: content analysis of reflective diaries of student teachers (n=73)

4.1. Desk research

4.2. Secondary analysis of database 4.3. Interview, case study

Research Team Members

 Senior researchers: Erika Kopp, István Nahalka, Nóra Rapos, Katalin Tókos, Judit Szivák, Ágnes Vámos

 PhD students: Enikő Bereczki, Orsolya Csík, Helga Misley, Dóra Prekopa, Éva Verderber, Judit Sipos

Project partners and their main connections with research topics

 Hungarian Institute for Educational Research and Development

o Comparative analysis of teacher education programs, content analysis o Mentors’ learning during mentoring process

 Hungarian Educational Authority o Analysis of teachers’ portfolios

o Learning biographies of innovative teachers

 Association of Hungarian Teacher Educators

o Comparative analysis of teacher education programs, content analysis Other Partners

 Placement schools of ELTE

o Students’ experience, students’ voice related to practicum, Case study o Mentors’ learning during mentoring process

o Influence of practicum on professional development activities in placement schools o Changing role of peers

 Innovative teachers who participated in the research entitled Teachers' Professional Learning Activities in Hungarian Schools

o Role of school culture, learning culture in teachers’ CPD

o Reflectivity and problem solving at individual and at organisational level

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o Supporting professional development o Evaluation at organisational level

 Teachers who participated in the pilot project entitled Nationwide Coordination of Developing Teacher Career Path

o Analysis of teachers’ portfolios

o Learning biographies of innovative teachers References

Falkenberg, T. - H. Smits (Eds.). (2011). The question of evidence in research in teacher education in the context of teacher education program review in Canada. Winnipeg, MB: Faculty of Education of the University of Manitoba.

Cochran-Smith, M. (2003). The unforgiving complexity of teaching: Avoiding simplicity in the age of accountability. Journal of Teacher Education, 54 , 3-5.

Clift, R., - Brady, P. (2005). Research on methods, courses, and field experiences. In M. Cochran-Smith

& K. Zeichner (Eds.), Studying teacher education: The report of the AERA Panel on Research and Teacher Education (pp.309-424). Mahwah, NJ: American Educational Research Association and Lawrence Erlbaum.

Grossman, P., Hammerness, K., & McDonald, M. (2009). Redefining teaching, re-imagining teacher education. Teachers and Teaching, 15(2), 273–289. http://doi.org/10.1080/13540600902875340 Golnhofer, E. - Nahalka I. (1989). A pedagógia és a pedagógusok. Budapest, Hungary: Nemzeti

Tankönyvkiadó

Falus, I., , Golnhofer, E., Kotschy, B., Lénárd, S., Nahalka, I., Petriné Feyér, J., Réthy, E.,, Szivák, J., &

Vámos, Á. (2001). A pedagógusok pedagógiája. Budapest, Hungary: Akadémiai Kiadó.

Pajares, M. F. (1992). Teachers’ Beliefs and Educational Research: Cleaning Up a Messy Construct.

Review of Educational Research, 3, 307 - 332.

Rapos, N. - Kopp, E.; Lénárd S.; Szivák J. (2014): The Position of Social Justice in the Teacher Education Curriculum in Hungary. In: Mészáros, György - Győrfiné Körtvélyesi, Franciska (eds.). Social Justice and Diversity in Teacher Education. Proceedings of the Winter Conference of the Association for Teacher Education in Europe. 15-17 April, 2014 Budapest. ATEE

Rapos, N - Kopp E. (2015): A tanárképzés megújítása. Budapest, Hungary: Eötvös kiadó

OECD.(2009). Creating effective teaching and learning environments: first results from TALIS. Paris:

OECD.

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II. Research program for ESR 14

„TEACHER LEARNING IN SCHOOLS AS INNOVATIVE LEARNING ENVIRONMENTS, IN THE CONTEXT OF CURRICULUM REFORMS AND EDUCATIONAL DEVELOPMENT INTERVENTIONS”

Centre for Higher Education and Innovation Research (CHEIR)

Introduction

One of the most important issues in education is how to increase the quality of teaching, improve the effectiveness of classroom-level processes and develop teachers’ practical knowledge. Almost all curriculum development interventions aim at improving teacher learning, as this is the most important tool in supporting adaptation to new challenges on the level of individual teachers and schools and at the national level as well (McLaughlin – Berman, 1975; Vera et al, 2011; Halász, 2014).

According to research results, innovative learning environments, typically found in “knowledge- intensive” schools, could serve as the most inspiring context for teacher learning. In a dynamic context organizational structures are favourable to achieving the enrichment of applied methodologies, launching local-level innovations, developing organizational culture, and increasing students' learning motivation and outcomes (Baráth, 2014; Giles–Hargreaves, 2006; OECD, 2000).

Thus impact of development interventions on the professional behaviour of teachers is usually stronger in “knowledge-intensive” organizations: in these contexts development programs can generate deeper and longer lasting changes than in static environments (Fazekas, 2014). The knowledge-intensive operation of a working-environment is influenced by several factors, like participation in professional networks, organizational routines and atmosphere. In a “knowledge- intensive” school the leadership style and organisational climate support knowledge sharing, the use of data, the mutual/horizontal learning of teachers, and their participation in various development actions (Fullan, 1999; Gilbert, 2011).

The importance of the context lies in specific characteristics of workplace learning and teacher learning. Teacher learning resulting in practical (tacit) knowledge is generally identified as a social process. According to research results, learning from others by interaction (e.g. classroom observation with consultation) and joint experimentations (e.g. development of cross-curricular methods of strengthening social skills) could be more effective than solitary forms of learning (e.g.

idea-gathering from literature or learning from others without interaction). Social forms of learning are often formed in activities whose primary objective is the performance of tasks, and not teacher learning, such as discussing individual students’ behaviour, clarifying technical organizational issues, working with clients (e.g. parents), or in joint curriculum development (Bakkenes et al., 2009;

Meirink et al, 2009).

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Aims of the research

The aim of this research is to understand better the nature of teacher learning in schools operating as innovative learning environments, in the context of curriculum reforms and educational development interventions. It also aims at understanding the role of - individual and institutional level - experimentations in teachers’ knowledge development. In addition, it is an important goal to describe how educational curriculum-development interventions, support services and teachers’

professional networks provide the opportunity for teachers to learn from each other. It is expected to explore the related questions through a trans-national comparative analysis based on research comprised of theoretical and empirical elements. The empirical study should contain qualitative and quantitative elements: large sample survey, case studies in schools and among educational support services and teachers’ professional networks. The research should be implemented in close collaboration with the two other Horizon studies realised at ELTE PPK.

Research questions

What are the main characteristics of teacher learning and what kind of contexts could inspire it the most?

Subquestions:

What are the main characteristics of workplace learning in the context of the following factors?

a. Working with clients b. Learning while working c. Communities of practice

d. Organizational routines, culture, atmosphere and teacher learning e. Various forms of leadership related with teacher learning

f. Research-development

What is the relation of individual and organizational learning? A special attention to be paid to:

g. The impact of organizational learning on development of personal routines h. The impact of individual learning on operation of organizations

i. The spread of local innovations

What is the impact of development interventions on teachers’ learning? A special attention to be paid to:

j. The types and attributes of curriculum-interventions and their possible effects on teachers’ learning

k. The types and attributes of organisational development programs and their possible effects on teachers’ learning

l. The impact of development interventions on teacher learning in different contexts (international comparison)

What is the role of individual- and institutional-level experimentation in teachers’ learning?

What are the main characteristics of teachers' and organisations’ horizontal learning?

How could the external support system help teachers’ learning?

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Methods

 Joint research of the problem within the framework of a transnational team

 Exploration of the literature

 Secondary analysis of existing databases

 Large sample survey with questionnaire, statistical analysis

 Interview with key actors

 Preparation of case studies in institutions (schools)

 Comparative analysis Expected results

 Research paper

 Internationally applicable research tools

 International databases

 Presentation of research outcomes at international conferences Connections

CHEIR researcher community

 „The impact of developmental interventions on classroom level processes in school education” (PhD research topic, 2012-2015)

Connection options:

1. Overview/ enrichment of the theoretical frameworks 2. Secondary analysis of existing databases

3. Translation of existing tools, usage internationally - creating a new international database

4. Prepare international case studies 5. Data analysis

 „The Emergence and Diffusion of Local Innovations and their Systemic Impact in the Education Sector” (research, 2015-2019)

Connection options:

1. Overview/ enrichment of the theoretical frameworks

2. Develop research tools and use them internationally - create an international database

3. Prepare international case studies 4. Data analysis

 NOIR + (Strategy for smart public education, 2015)

Connection options: implementation follow-up, impact analysis

 The pedagogical innovation and knowledge management system (new online system, 2015)

Connection options: implementation follow-up, impact analysis

 Universities as learning organisations (PhD research topic, 2014-2017) Connection options: Overview/ enrichment of the theoretical frameworks

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 The role of leaders’ reflective thinking on operation of organisations (PhD research topic, 2014-2017)

Connection options:

1. Overview/ enrichment of the theoretical frameworks

2. Develop research tools and use them internationally - creating an international database

3. Prepare international case studies 4. Data analysis

 The Framework of Adaptive Schools (research project, 2008-2011) Connection options:

1. Theoretical framework of teachers' learning in adaptive schools 2. Research tools

 Teachers' career model in Hungary (development and research project 2014-2015) Connection options:

1. Theoretical framework 2. Impact analysis

Links to research topics of ESRs seconded to ELTE

Teachers learn through practice and work (recommended overarching theme for studies realised at ELTE PPK)

 The evolution of teacher education programs in different countries with a special focus on the role of practicum in developing teacher competences in teacher education programs

 The role of practice in developing teacher competences in teacher education and training

 Educating the reflective professional in teacher education: Professional learning in teaching and in other professions

 The main characteristics of workplace learning (Working with clients, learning while working, practice-communities, organizational routines, the role of leadership etc.)

Links to research topics Strand C

The dynamics of professional learning (fixed overarching theme for Strand C studies)

 Professional learning as experience – a phenomenological approach to collaborative classroom research

 The ways of changing teachers' beliefs, transformative professional learning

 Developing school based professional development through transformative learning

 School-based professional development in different stages of teachers’

careers (e.g. peer support, mentoring, horizontal learning, and experimentation)

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Links to other related Horizon topics

 Strand A: The dynamics of professionalism

o Changing role of teachers. Searching new professional identities in Europe o Developing school based teacher communities to empower teacher

supervision practices and professional development

 Strand B: The dynamics of change and transformation

o Transformation and change through collaborative classroom research

 Strand D: The dynamics of research as a social practice

o Teachers as researchers: Enhancing the role of evidence based practice in Europe

Partner institutions Key partners

 Foreign universities implementing related Horizon studies – Fields of collaboration:

implementation of research (theoretical frameworks, research tools, data gathering, data analysis)

 Gyermekek Háza (school) - Fields of collaboration: Case studies

 Szandaszőlősi Általános Iskola (school) - Fields of collaboration: Case studies

 Tomori Pál Általános Iskola (school) - Fields of collaboration: Case studies

 Trefort Ágoston Iskola (school) - Fields of collaboration: Case studies

 Association of Teacher Trainers - Fields of collaboration: Case studies

 Hungarian-Netherlands School of Educational Management, University of Szeged - Fields of collaboration: implementation of research (theoretical frameworks, research tools, data gathering, data analysis)

Other partners

 Research teams at ELTE PPK NI – Fields of collaboration: implementation of research (theoretical frameworks, research tools, data-gathering, data analysis)

 Institute of Psychology, ELTE PPK – Fields of collaboration: implementation of research (theoretical frameworks, research tools, data-gathering, data analysis)

 Schools implementing the examined development programs - Fields of collaboration:

Case studies

 Hungarian Institute for Educational Research and Development – Fields of collaboration:

implementation of research (theoretical frameworks, research tools, data-gathering, data analysis)

 University of Miskolc – Fields of collaboration: implementation of research, case studies

 Hungarian Research Teachers' Association – Fields of collaboration: interviews, case studies

 Universities and schools in ESRs’ native countries – Fields of collaboration:

implementation of research (theoretical frameworks, research tools, data gathering, data analysis)

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References

Bakkenes, Inge – Vermunt, Jan – Wubbels, Theo (2010): Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers.

Learning and Instruction. Vol. 20. pp. 533-548

Baráth Tibor (2014): Az iskola mint tanulószervezet. in: Benedek András; Golnhofer Erzsébet (szerk):

Tanulmányok a neveléstudomány köréből - 2013: Tanulás és környezete. Budapest: MTA Pedagógiai Tudományos Bizottság.

Fazekas Ágnes (2014): A szervezeti jellemzők hatása a fejlesztési programok iskolai szintű megvalósulására, Neveléstudomány: Oktatás Kutatás Innováció 2014:(4) pp. 43-66. (2014), Online:

http://nevelestudomany.elte.hu/index.php/2014/12/a-szervezeti-jellemzok-hatasa-a-fejlesztesi- programok-iskolai-szintu-megvalosulasara/

Fullan, Michael (1999): Change Forces - The Sequel. London, Falmer Press;Levittown, PA, Falmer Press (Taylor and Francis Inc.)

Gilbert, Rob (2011): Professional Learning Flagship Program: Leading Curriculum Change Literature Review. Australian Institute for Teaching and School Leadership(online:

http://www.aitsl.edu.au/docs/default-source/default-document-

library/professional_learning_flagship_program_leading_curriculum_change_literature_review ) Giles, Corrie – Hargreaves, Andy (2006): The Sustainability of Innovative Schools as Learning

Organizations and Professional Learning Communities During Standardized Reform. Educational Administration Quarterly. 42(1). pp. 124-156

Halász Gábor (2014): Eredményes tanulás, kurrikulum, oktatáspolitika. in: Benedek András;

Golnhofer Erzsébet (szerk): Tanulmányok a neveléstudomány köréből - 2013: Tanulás és környezete. Budapest: MTA Pedagógiai Tudományos Bizottság. pp. 79-104.

McLaughlin, Milbrey W. – Berman, P. (1975): Macro and Micro Implementation (online:

http://www.rand.org/content/dam/rand/pubs/papers/2008/P5431.pdf)

Meirink, Jacobiene – Meijer, Paulien – Verloop, Nico – Bergen, Theo C.M. (2009): How do teachers learn in the workplace? An examination of teacher learning activities. European Journal of Teacher Education Vol. 32, No. 3. pp.209–224

OECD (2000): Knowledge Management in the Learning Society. Paris.

Vera, Dusya - Crossan, Mary - Apaydin, Marina (2011): A Framework for Integrating Organizational Learning, Knowledge, Capabilities, and Absorptive Capacity in: Easterby-Smith, Mark - Lyles, Marjorie A. (ed.): Handbook of organizational learning and knowledge management. John Wiley and Sons Ltd. Chichester. pp. 153-182

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III. Research program for ESR 15

EDUCATING THE REFLECTIVE PROFESSIONAL IN TEACHER EDUCATION: PROFESSIONAL LEARNING IN TEACHING AND IN OTHER PROFESSIONS

Institute for Research on Adult Education and Knowledge Management Centre for Adult Learning and Education Research (CALE)

Introduction and theoretical background

A significant part of adult-age learning takes place at the workplace during work. People are not usually aware of the fact that they are learning in such situations as these processes usually occur spontaneously and without organization. That is, we can say that most of adult-age learning takes place at the work place informally.

Workplace learning is understood in the literature in various ways and in a wide scope, but researchers agree that one's environment and the task itself both have a significant role in how and what is learnt by the individual during work. According to some theories, learning can take place in a formal, non-formal and informal way if, in addition to the act of working, we also understand any kind of learning related to the job as workplace learning (Kooken, Ley - de Hoog, 2007). The most wide-spread forms of learning in the world of work are non-formal and informal learning due to the limited nature of formal education (Erdei, 2009) and in the age of information the vast majority of learning is understood as the by-product of work (Nieuwenhuis and Van Woerkom, 2007). It is well known that people learn more often and more effectively in informal learning situations than through traditional education (Ellinger, 2005). Thus, informal learning became the most wide-spread way of acquiring knowledge and skills at the work place (Kim - McLean, 2014). The significance of this mode of learning appeared in previous studies as well: according to some studies 70% of learning (Leslie et al., 1998 , in: Kim - McLean, 2014), according to Marsick and Watkins (1990) 80%, while according to Sorohan (1993, in: Kim - McLean, 2014) more than 90% of learning takes place informally.

The complex measurement of workplace learning is difficult due to the diversity of the modes of realization. Non-formal learning that is accomplished through trainings (e.g. language courses or professional training) is relatively easily measured through tests and practical assessments, especially because professional trainings are often structured and one receives a certificate at the end which is acknowledged by the profession. Unlike this, informal learning is not an easily identifiable learning activity and is mostly understood as the by-product of work and as such, it cannot be measured in itself. Despite the fact that the adult population of Hungary takes part in organized professional learning at a very low rate according to various sources of statistical data (KSH LFS, OECD Education at a Glance CET indicators, CVTS-data), there are very intensive learning processes both at the work place and in private as well (Derényi et al, 2007) which are mostly informal. The results of self- directed learning at the work place can be partially measured if we understand it to be a form of informal learning because people – whether individually or with help – plan their learning curve at least to some degree and they assess their results (Ellinger, 2004).

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The workplace learning of teachers has become a significant theme for education studies in the past two decades as their professional development is a key element in both the quality of the teaching- learning process as well as in the peformance of students. We can say that the quality of the learning process, the standards of education and the performance of students are all defined by the quality of the teachers' work (Darling-Hammond, 2005, Sági – Ercsei, 2012, Keretstratégia 2014-2020). The study of teachers' professional learning processes goes back a number of decades in the international literature and various studies have focused not only on teachers' professional learning processes but also on professional development, on the study of teachers' beliefs and views, on the role of the learning community and its organizational questions as well. The OECD has highlighted the importance and role of teachers' professional development in the quality and standards of the educational system in a number of its publications (OECD, 2013, 2014ab). Studies in the field mostly analyse the processes of professional learning and development in a school environment and only a small number of studies focus on the similar learning processes of teachers who are responsible for adults' learning – these processes are mostly realized in a non-formal learning environment (Schaetzel, 2007).

Goals and key questions

We are interested in how different professionals learn in different sectors, how conscious these processes are, how professionals think about their own learning and professional development.

Based on previous studies on the professional learning of teachers we study the professional learning communities horizontally organized in the chosen groups of the different sectors, the existence of these groups and their operation and potential differences as well. Paying attention on the historical aspects of professional learning we put special emphasis on how and to what extent the workplace supports learning which could have a significant impact on the effectiveness of learning.

We study the learning processes of the following groups in cooperation with civil and market organizations:

WG 1. teachers working in vocational training: although teachers working in public education are discussed in the literature there is little focus on teachers working in vocational training.

WG 2. language teachers teaching adults non-formally: little of the literature deals with non- formal education and especially the professional learning of language school teachers because of which a large part of adults' learning environments fall out of the scope of studies.

WG 3. IT professionals (programmers, quantitative developers, developers): It would be interesting to study how those people who work on innovative developments realize their own professional learning.

WG 4. HR professionals, coaches and trainers: How do those people who are responsible for supporting other people's thinking and lifestyle choices think about and realize their own professional learning?

WG 5. nurses and doctors: nurses and doctors need continuous renewal, human and mental courage in their everyday lives. The question is how they manage this.

WG 6. architects (Schön, 1983)

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Research questions:

 How do people in various sectors think about their opportunities for professional development?

 What kind of learning patterns can be identified across the different sectors, what are the underlying factors behind potential similarities and differences?

 How and to what extent do professionals integrate innovative methods and tools?

 To what extent does the workplace support professional learning?

 How do professionals think about and realize sharing knowledge at the workplace?

 How do they think about learning successes and failures?

Research methods

We rely on the results of teacher studies to a large extent – especially those studies that discuss the views of teachers (Golnhofer - Nahalka, 2001, Falus, 2007). As we are studying processes that are not conscious and are usually not organized but are spontaneous instead, there is good reason to use the qualitative method of semi-structured interviews. We will record 15 semi-structured interviews from each sector which will be analysed with a content analysis software. This choice is further supported by the trend that appears more and more markedly in the international literature, especially in the area of professional development and workplace learning. In a great majority of studies researchers present the different aspects of professional development based on a small number of interviewees with the use of qualitative methods.

Our research is hampered by the fact that with the exception of teachers working in public education, all of the target groups are difficult to contact which could be one of the reasons why there are relatively few studies on the topic in Hungary and that cross-sectional studies do not exist.

Expected outcomes

As a result of the study we will gain a clearer picture of the learning processes of professionals who are responsible for learning and supporting learning, and of what they think about professional development opportunities. In addition to gaining knowledge about the individual groups, we can also identify common and innovative points due to which we will be able to provide suggestions not only for teacher training but also for the other sectors. By studying the learning characteristics of different professions, we might have a deeper and broader understanding of professional learning of teachers as well.

The meta-level analysis of workplace learning, making its achievements visible, and increasing its effectiveness is a socially important question whose study is of great importance. The cross-sectional nature of the study allows for the creation of general patterns which could significantly influence Hungarian research in the field.

Our research group has the necessary infrastructure to conduct the study and support is provided both from a technological and from an administrative point of view. In addition to the head of the research group, a number of researchers who have a PhD, as well as PhD students and active university students will be included in the research.

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Background and connected research

The study is connected to the nr. NFA KA 5/2014 research project coordinated by the NGM - NSZFH in which our research group focusing on professionalization studies the learning processes of teachers working in vocational training using a questionnaire method. The results gained in this study might provide a basis for the study in question as well.

References

Darling-Hammond, Linda (2005): Teaching as a Profession: Lessons in Teacher Preparation and Professional Development. The Phi Delta Kappan 3. 237-240.

Derényi András, Milotay Nóra, Tót Éva és Török Balázs (2007): A nem formális és informális tanulás elismerése Magyarországon, Egy OECD projekt tanulságai; OKM, Budapest.

Az egész életen át tartó tanulás szakpolitikájának keretstratégiája a 2014/2020 közötti időszakra. (a szövegben: Keretstratégia 2014-2020)

Ellinger, A. D. (2004): The Concept of Self-Directed Learning and Its Implications for Human Resource Development. In: Advances in Developing Human Resources 2004; 6; 158 -177.

Ellinger, A. D. (2005): Contextual factors influencing informal learning in a workplace setting: the case of “reinventing itself company. Human Resource Development Quarterly, 16. 389-415.

Erdei Gábor (2009): Nem formális és informális tanulás a munkahelyek világában. In: Forray R.

Katalin és Juhász Erika szerk. Nonformális – informális – autnóm tanulás. Debrecen, Debreceni Egyetem. 173-181.

Falus, Iván (szerk.) (2007): A tanárrá válás folyamata. Budapest, Gondolat.

Golnhofer, Erzsébet – Nahalka István (2001): A pedagógusok pedagógiája. Budapest, Nemzeti Tankönyvkiadó.

Kim, S. - McLean, G. (2014): The Impact of National Culture on Informal Learning in the Workplace.

Adult Education Quarterly 2014, 64. 1. 39–59.

Kooken, J., Ley, T., és de Hoog, R. (2007): How Do People Learn at the Workplace? Investigating Four

Workplace Learning Assumptions. Letöltés 2014. 04.21.

http://doc.utwente.nl/68572/1/Kooken07how.pdf

Nieuwenhuis, F. M. és Van Woerkom, M. (2007): Goal Rationalities as a Framework for Evaluating the Learning Potential of the Workplace. In: Human Resource Development Review 2007. 6. 64- 83.

OECD (2013): Fostering learning communities among teachers. Teaching in focus 2013/03 June.

http://www.oecd.org/education/school/TiF%20(2013)--N°4%20(eng)--v2.pdf

OECD (2014a): New Insights from TALIS 2013: Teaching and Learning in Primary and Upper Secondary Education, OECD Publishing.

OECD (2014b): Indicator D7: How extensive are professional development activities for teachers?, In Education at a Glance 2014: OECD Indicators, OECD Publishing.

http://www.oecd.org/edu/EAG2014-Indicator%20D7%20(eng).pdf

Sági Matild – Ercsei Kálmán (2012): A tanári munka minőségét befolyásoló tényezők. In szerk. Kocsis Mihály – Sági Matild: Pedagógusok a pályán. Budapest, Oktatáskutató és Fejlesztő Intézet. 9-30.

Schaetzel, Kristen (2007): Professional Development for Teachers of Adult English Language Learners:

An Annotated Bibliography. Center for Adult English Language Acquisition, Center for Applied Lingusitics. http://www.cal.org/caela/esl_resources/bibliographies/profdev.html

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ANNEX 2 - List of partner organisations

“The Learning Teacher” research program will be realized in cooperation with the following official partners

 Hungarian Association of Teacher Educators

 Hungarian-Netherlands School of Educational Management (HUNSEM) – University of Szeged

 Klebelsberg Kuno Primary and High School

 Szandaszőlős Primary and Art School

 Trefort Ágoston Secondary Grammar School

 Tomori Pál Primary School

Hivatkozások

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