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Predavanje Else Bailey u Etnografskom muzeju Zagreb

Etnografski muzej Zagreb

mjesto održavanja: Etnografski muzej, Trg Mažuranića 14, zagreb
datum početka/završetka: 06.09.2007. / 06.09.2007.
vrijeme održavanja: 13.00
organizator: HNK ICOM i Etnografski muzej Zagreb

HNK ICOM i Etnografski muzej pozivaju na predavanje Elsa B. Bailey Ph.D. (San Francisco, USA)
How Museum Educators Build and Carry Out Their Profession: An Examination of Situated Learning Within Practice.
Predavanje će biti na engleskom jeziku, trajat će cca 45 minuta,  diskusija je predviđena nakon predavanja.  

Na predavanju možete dobiti kopiju njezina članka „The Professional Relevance of Museum Educators“ objavljenog u Jouranl of Museum Education vol 31, no.3, 2006. pp. 154 -197. 
stoga Vas molim da potvrdite Vaš dolazak na zjelavic@etnografski-muzej.hr



Elsa Bailey, Ph.D.
Director/Principal
Elsa Bailey Consulting 
1050 Noriega Street
San Francisco, CA 94122
USA
ebbailey@earthlink.net
(+1) 415-759-5958


Short Bio:
Elsa Bailey, Ph. D., has worked in the field of informal and formal education for over thirty years.  Her professional work has included classroom teaching in the New York City public schools; Director of Teacher Education at the Miami Museum of Science; and Research Associate at Lesley University, Cambridge, Massachusetts.  Dr. Bailey is currently in independent practice as a consultant specializing in evaluation of museum exhibits, educational programs, and museum-school collaborations.  Other professional activities include serving on the Board of Directors of the National Science Teachers Association (NSTA), in the position of Director of NSTA’s Informal Science Division; editorial advisor for Dimensions, a publication of the Association of Science-Technology Centers (ASTC); and Guest Editor for the Journal of Museum Education.

Summary of the research paper that I will present in Zagreb:
My presentation will focus on my doctoral research study: How museum educators build and carry out their profession: An examination of situated learning within practice.   This research examines how professional museum educators grow and learn within the context of their practice.  The common phrase “ I learned this through experience,” is examined through the lens of the day-to-day aspects of experiential, on-the-job learning.  Findings include the identification of things museum educators consider significant to their professional growth process, along with an examination of what supports this growth.  

[Note: The following is an abstract of my dissertation, and includes the citation/reference.) 

Bailey, Elsa B. (2003). How museum educators build and carry out their profession: An examination of situated learning within practice. Unpublished doctoral dissertation, Lesley University, Cambridge, MA

This study explores the ways and means that museum educators build their expertise to practice museum education.  A qualitative methodology was utilized in this examination, incorporating aspects of grounded theory and phenomenological research.  Fifteen museum educators in science-related museums in the Commonwealth of Massachusetts, who work extensively with teachers, were selected as respondents. Two one-hour individual interviews were conducted with each museum educator.  The interviews were transcribed and analyzed to determine how these museum teacher educators perceive their professional role, and what things they associate with their professional growth.  Findings from this study show evidence that museum educators build their expertise to a great extent within the context of their practice.  According to this study, critical elements contributing to this situated learning process are: self-direction in learning; high motivation to participate in and learn museum work; job-embedded experiential professional learning; apprenticeship, mentoring, and peer learning opportunities; a community and culture that values and supports the social, contextual, and collegial aspects of learning; organizational structures and leadership that support professional growth and are attuned to its experiential and socio-cultural aspects; and an interrelated network of communities of practice that provide support for, and access to, resources.