The what and why of primary and secondary school teachers' informal learning activities

Antoine Lecat*, Isabel Raemdonck, Simon Beausaert, Virginie März

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

6 Citations (Web of Science)

Abstract

This study examines primary and secondary school teachers'' professional development through informal learning activities and the reasons for undertaking these informal learning activities. For this purpose, 41 interviews were conducted and data were analysed using interpretative phenomenological analysis. Results highlight that the reasons or motives why teachers learn or initiate informal learning activities themselves can be diverse, depending mostly on the desired content of the learning. Concerning informal learning from others, results showed the prominent role of direct colleagues, mostly to refine their teaching, to find new teaching approaches or to find advice for class management. Teachers also report to learn deliberatively from non-interpersonal sources in order to gain knowledge which serves them in preparing and giving their lessons. Furthermore, learning by oneself occurs before, during or after a job task and aims at studying content or optimizing existing work practices. Implications for practice and suggestions for future research are discussed.
Original languageEnglish
Pages (from-to)100-110
Number of pages11
JournalInternational Journal of Educational Research
Volume96
DOIs
Publication statusPublished - 2019

Keywords

  • Teacher
  • Informal learning
  • Professional development
  • Primary school
  • Secondary school
  • PROFESSIONAL-DEVELOPMENT
  • WORKPLACE
  • ANTECEDENTS
  • CREATIVITY
  • KNOWLEDGE
  • EDUCATION
  • BEHAVIOR
  • CONTEXT
  • HEALTH
  • WORK

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