Guidance for guiding Professionalization of guides in museums of art and history

Four studies were conducted on the practices and professionalization of museum guides, with the following overarching question: How can we define competencies of museum guides in art museums and history museums, and how can we foster professional development?
In Study 1, we created two lists of learning outcomes that may be suitable to aim for during guided tours with school groups. The outcomes are divided into five subcategories: affective; attitudes and values; identity; knowledge and understanding; and skills.
In Study 2, we investigated which competencies guides need in order to give tours to primary and secondary school students. Based on a review of the literature, interviews, and a Delphi study, we developed a list of 45 competencies, organized into four areas: handling the group within the museum environment, communication skills, knowledge and pedagogy, and professionalism.
In Study 3, we used the list of competencies to develop a self-evaluation tool for museum guides and an observation tool educators may use to evaluate guides. Participants used the guide’s self-evaluation to begin the post-observation conversation. Compared to “traditional” supervisor-driven conversations, participants evaluated the conversations – among other things – as more equally balanced. This was confirmed by the analysis of the video recordings.
In Chapter 5, we investigated how and to what extent a professional learning community consisting of museum education professionals, student teachers, and a teacher educator fosters professional development. The results were mixed; crucial for the success were participants’ motivation and a safe learning environment in order to have a fruitful shared inquiry.