On the determinants of (in)formal learning of teachers : A cross-sectional mixed-method study
(2017) EARLI 2017 — Location: Tampere, Finland (29.August.2017)
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- Abstract
- Are our teachers able to keep up with changing insights and knowledge within their domain, are they ready for innovative didactical approaches and technological innovations? According to Dirk van Damme, The Head of the Centre for Educational Research and Innovation (CERI) of the OECD (2014) teachers in Europe do not show sufficient expertise to cope with these challenges. In other words, they have to learn to become better teachers. Given the dynamic environment of schools, investment in human capital is crucial and implies a strategic approach of supporting teachers’ continuous professional development. The professional development is both formal and informal in nature, and research on teachers’ informal learning is more limited (Hoekstra, Brekelmans et al., 2009). However, various studies suggest that informal learning is the most used type of learning in the workplace (e.g. Hicks, Bagg, Doyle & Young, 2007; Skule & Reichbron, 2002). This study will investigates the teachers’ (in)formal learning. Questionnaires will examine relations between teachers’ learnings and theirs antecedents (e.g. perceived job security, learning climate, teachers’ experience). Furthermore, interviews will examine the reason of these relations between the variables under study. A special focus will be placed on the characteristics of informal learning through different examples.
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Citations
Lecat, A., Raemdonck, I., & Beausaert, S. (2017). On the determinants of (in)formal learning of teachers : A cross-sectional mixed-method study. EARLI 2017, Tampere, Finland. https://hdl.handle.net/2078.5/126505