Methods for researching professional learning and development - book overview

 This is a timely book published in the Professional and Practice-based learning series by Springer in 2022. 

The book is edited by M. Goller, E. Kyndt, S. Paloniemi, and C. Damsa.

There are 28 chapters, collated into 4 sections.

A good range of research methods are covered. Many chapters include exemplars, case studies and discussion on the relevance of the methodology to the challenging contexts which characterise learning and development - especially in the workplace.

The first chapter by the editors, does a good overview of  the challenges inherent in professional learning and development (PLD) research. Challenges include small sample size; the team/project/work tasks nature of PLD as opposed to individualised investigations in other teaching and learning contexts; the difficulties of carrying out traditional 'control group' type studies in the PDL context; the tacit nature of work processes and workplace learning; the complexities of workplace learning; the heterogenous nature of professional domains and workplaces; the impact of current technological changes which are often rapid; and the abundance of data but a lack of clarity as to the connections and longevity of these data.

The first section has 8 chapters covering data collection. These include chapters on experience sampling, diaires to uncover informal workplace learning, using the vignette method to increase insights; integration of self-reports and electrodermal activity; multimodal stress assessments; combining physiological and experiential measures; computer generated log data; and interaction analysis.

The next section covers methods for data analysis with 6 chapters. These include using Bayesian statistics; latent profile and latent class analysis; equation modelling; participant vidoe annotations; data mining and analytics; and visual analysis. These cover a range of quantitative and qualitative approaches.

Then a section on research methods which include the Delphi-technique; relational, temporal and dialogical perspectives on professional identity; virtual ethnography; video based interaction analysis; Q method; eye tracking; social network analysis; design-based research; change laboratory method; professional learning analytics; and longitudinal case study. A good range with coverage of multi-modal ways to collect and collate perspectives, use of digital technologies across various contexts, and both short and longitudinal studies.

The last two chapters end the volume with discussion and commentary. There is a good overarching chapter discussing the many approaches - researching PDL in complex environments, and a last chapter on 'how to deal with the complexity of research in workplace learning'.

All in, a good reference source for anyone investigating real-world, authentic contexts.