Experienced Teachers' Informal Learning in the Workplace. IVLOS Series

Autor/in	Hoekstra, Annemarieke
Titel	Experienced Teachers' Informal Learning in the Workplace. IVLOS Series
Quelle	(2007), (159 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit Ph.D. Dissertation, Utrecht University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-90-393-46921
Schlagwörter	Hochschulschrift; Dissertation; Experienced Teachers; Informal Education; Workplace Learning; Secondary School Teachers; Educational Environment; Learning Activities; Behavior Change; Educational Change; Performance Factors; Classroom Environment; Class Activities; Outcomes of Education; Institutional Characteristics; Correlation; Case Studies; Mixed Methods Research; Interviews; Longitudinal Studies; Teacher Surveys; Learning Processes; Epistemology; Educational Practices; Foreign Countries; Observation; Netherlands + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Informelle Bildung; Nichtformale Bildung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Lernaktivität; Bildungsreform; Leistungsindikator; Klassenklima; Unterrichtsklima; Lernleistung; Schulerfolg; Korrelation; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Learning process; Lernprozess; Erkenntnistheorie; Bildungspraxis; Ausland; Beobachtung; Niederlande
Abstract	The aim of the research reported in this dissertation is to describe how experienced secondary school teachers learn at work in an informal environment. The study is part of a larger research project aimed at providing a conceptual framework of teacher learning in the workplace as it takes place both in informal and formal learning environments. Considering the literature on teacher learning, it can be seen that until recently, teacher learning has mainly been studied in the context of professional development programs. Teachers themselves, however, report that they learn from the daily activities they undertake as part of their job. Not much is known yet about how teachers learn in such an informal learning environment. Hence, the overall problem definition of the dissertation is: How do experienced teachers learn in an informal learning environment? We focus on experienced secondary school teachers and in particular on one domain of teacher learning: fostering students' active and self regulated learning (ASL). Teacher learning is defined as engaging in activities that lead to a change in cognition and/or teaching behavior. Informal learning in our study refers to learning that takes place in a context characterized by a lack of systematic support for learning. Because learning in an informal learning environment may be planned or unplanned, conscious or beyond the learner's awareness, we have aimed to study teacher learning on several levels of conscious awareness. Moreover, as the role of emotions and needs in the teaching profession is increasingly recognized, this dissertation adopts a perspective on learning that embraces not only cognitive and behavioral, but also motivational and emotional aspects of the activities involved in learning. The theoretical relevance of the research lies mainly in its contribution to a conceptual framework of teacher learning in the workplace. A better understanding of the activities through which teachers learn in an informal learning environment may provide insight into the processes that enhance or inhibit teacher learning in the workplace. The study also contributes to the methodology of research into teachers' learning embedded in their daily work. [This report was published by IVLOS Institute of Education of Utrecht University (Instituut voor Lerarenopleiding, Onderwijsontwikkeling en Studievaardigheden).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01