Individual and Institutional Factors Affecting the Professional Development Activities of Canadian Museum Educators

Abstract

Museum educators (ME) play a pivotal role in translating an institution’s collection into meaningful experiences for visitors. Yet, little is currently known about the most effective ways to support the development and sharing of professional knowledge among ME’s. Informed by the epistemological premises of social cognitive theory and ecological constructivism, this mixed methods study investigated the ways in which perceptions of personal investment contribute to Canadian museum educators’ ongoing learning activities. To address this question, 172 museum educators from across Canada responded to an online survey, from which 6 were selected for a follow up telephone interview. Results revealed distinct participation and cost/benefit perception patterns for each of 11 forms of professional development, with strong preference for peer learning formats. Substantial correlation was uncovered between the availability of employer support and participation in a given activity, with more modest correlations being present regarding perceptions of financial cost, skill development potential, topical interest, and enjoyment of the format. Participant age, experience level, and educational background were found to have negligible impacts on activity selection decisions. Interview findings supported these survey findings, and offered further insights into the role of convenience in selection decisions and the ways in which ME’s use learning communities to inform their learning pursuits. Synthesis of these findings produced four distinct pictures that illustrate how museum educators’ professional networks, personality factors, and perceptions of the convenience and accessibility of learning resources work in concert to influence the ongoing learning habits of Canadian ME’s.