Informal learning of primary school teachers: Considering the role of teaching experience and school culture

被引：70

作者：

Grosemans, Ilke ^{[1
]}

Boon, Anne ^{[1
]}

Verclairen, Christine ^{[1
]}

Dochy, Filip ^{[1
]}

Kyndt, Eva ^{[1
]}

机构：

[1] Katholieke Univ Leuven, Ctr Res Profess Learning & Dev & Lifelong Learnin, B-3000 Leuven, Belgium

来源：

TEACHING AND TEACHER EDUCATION | 2015年 / 47卷

关键词：

Informal learning; Teacher learning; Teaching experience; School culture; PHYSICAL-EDUCATION TEACHERS; PROFESSIONAL-DEVELOPMENT; WORKPLACE; CONTEXT; WORK; PERSPECTIVES; VALIDATION;

D O I：

10.1016/j.tate.2014.12.011

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Teacher learning does not solely occur within formal professional development activities; in fact, the majority of learning occurs through daily practice. The current study focuses on this everyday learning and examines primary teachers' informal learning. Results showed that teachers learn through a variety of learning activities including 'experimenting', 'reflection', 'learning from others without interaction' and 'collaboration'. In addition, differences between novice and more experienced teachers were identified. More experienced teachers learn as much as their novice colleagues, however they undertake different learning activities. Finally, results reveal that although collaboration is an important source of learning, primary teachers value their autonomy. (C) 2015 Elsevier Ltd. All rights reserved.

引用

页码：151 / 161

页数：11

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