Informal learning of primary school teachers: Considering the role of teaching experience and school culture |
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| Institution: | 1. Australian Catholic University, Australia;2. Deakin University, Australia;3. University of Tasmania, Australia;4. George Mason University, USA;5. University of Melbourne, Australia;1. Zuyd University of Applied Sciences, PO 550, 6130 AN Sittard, The Netherlands;2. Fontys University of Applied Sciences, PO 550, 6130 AN Sittard, The Netherlands;3. Open University Heerlen, Netherlands, Valkenburgerweg 177, 6419 AT Heerlen, The Netherlands;1. Department of Education, Communication and Learning, University of Gothenburg, Box 300, SE-405 30, Gothenburg, Sweden;2. Faculty of Education, Monash University, 19 Ancora Imparo Way, VIC 3800, Australia;1. University of Cambridge, Faculty of Education, 184 Hills Road, Cambridge, CB2 8PQ, United Kingdom;2. University of Utrecht, Faculty of Social and Behavioural Sciences, PO Box 80125, 3508 TC, Utrecht, The Netherlands |
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| Abstract: | 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. |
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| Keywords: | Informal learning Teacher learning Teaching experience School culture |
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