Networked informal learning and continuing teacher education

2013 ◽  
pp. 183-207 ◽  
Author(s):  
Manuela Repetto
Keyword(s):  
Teacher Education ◽  
Informal Learning

Informal learning and meta-pedagogy in initial teacher education in England

2010 ◽  
Vol 27 (1) ◽  
pp. 7-19 ◽  
Author(s):  
John Finney ◽  
Chris Philpott
Keyword(s):  
Teacher Education ◽  
Music Education ◽  
Informal Learning ◽  
Student Teachers ◽  
Initial Teacher Education ◽  
Pedagogical Tools ◽  
English Music

How do student teachers learn to use informal learning and pedagogy in their teaching? Through focusing on Initial Teacher Education (ITE) in England, this paper will explore the possibility of developing a meta-pedagogy which embraces informal learning and pedagogy in music. The paper is in two parts, the first of which examines the background to Informal Learning and Pedagogy (ILP) in English music education and some attendant issues surrounding initial teacher education. The second will report on some approaches to developing a meta-pedagogy for ILP in music, before speculating on future areas for research in music ITE. The concepts of ‘living’ and ‘excavating’ learning will be proposed as important meta-pedagogical tools in the process of student teachers learning how to teach music.

scholarly journals Peculiarities of biographical research for the analysis of the informal teacher education

2020 ◽  
Vol 85 ◽  
pp. 03008
Author(s):  
Irena Zemaitaityte ◽  
Giedre Pauriene ◽  
Alina Petrauskiene
Keyword(s):  
Teacher Education ◽  
Grounded Theory ◽  
Informal Learning ◽  
Lifelong Learning ◽  
Data Base ◽  
Learning Experiences ◽  
Teaching Profession ◽  
Professional Competencies ◽  
Grounded Theory Methodology ◽  
Biographical Research

The article reviews peculiarities of biographical research. Emphasis is placed on the experiences determined by the biographical circumstances, which have served educators as impetus for informal studies, as well as founding layers for the growth of pedagogical professional competencies. When discussing lifelong learning and the growing demands on educators' professionalism, it is most important to understand how the competences of the teaching profession develop in informal learning; next, it is possible to identify the structures that enable this process. The aim of the article is to reveal the peculiarities of a biographical method and the expression of pedagogical competences of the pedagogical professionals formed through informal learning and stimulated by biographical circumstances. The analysis and results of the obtained data base on the study logic of the construction of the abduction theory according to Peirce and the Grounded theory methodology according to Strauss and Corbin [1]. The research revealed that the processes of informal learning, critical for the competencies of an educator‘s profession, take their route in childhood. Learning experiences in childhood, as well as further biographical experiences not only determine the interest in the pedagogical profession, but also determine pedagogical abilities and values.

scholarly journals Informal Learning and Volunteering: The Case of an Unemployed Certified Teacher in Ontario

2012 ◽  
Vol 5 (2) ◽  
pp. 237-250 ◽  
Author(s):  
Jennifer Pearce ◽  
Katina Pollock
Keyword(s):  
Teacher Education ◽  
Classroom Management ◽  
Informal Learning ◽  
Professional Knowledge ◽  
Teaching Profession ◽  
Certified Teacher ◽  
Gain Access

Newly certified, unemployed teachers in Ontario, Canada are volunteering in schools as a way to gain access to the teaching profession. This paper reports the case of one volunteer teacher in Ontario who reported informal learning and acquisition of professional knowledge as central to his volunteer experience. Specifically, the participant demonstrated learning in the areas of (1) pedagogy and classroom management and (2) non-instructional duties and responsibilities. Implications for unemployed teachers, teacher education, and administration are discussed.

scholarly journals IDENTIFYING PRE-SERVICE TEACHERS’ INITIAL IMPRESSIONS OF THE CONCEPT CARTOONS IN THE SCHOOL CORRIDORS AND INFORMAL PHYSICS LEARNING

2020 ◽  
Vol 19 (1) ◽  
pp. 25-35
Author(s):  
Şengül Atasoy ◽  
Seyhan Eryılmaz Toksoy ◽  
Muammer Çalık
Keyword(s):  
Teacher Education ◽  
Science Education ◽  
Informal Learning ◽  
Science Learning ◽  
Qualitative Content Analysis ◽  
Science Teacher Education ◽  
Physics Learning ◽  
Initial Impression ◽  
Initial Impressions ◽  
Mathematics And Science

Since concept cartoons give an important opportunity for students to achieve informal physics learning, the current research focused on pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning. The aim of the research was to determine pre-service teachers’ initial impressions of the concept cartoons in the school corridors and informal physics learning via the concept cartoons. After a 14-week intervention, a questionnaire with seven open-ended questions was administered to 542 pre-service teachers from primary, mathematics and science teacher education programmes. Their responses to the questionnaire were exposed to qualitative content analysis via two categories (advanced and poor impression). The results showed that pre-service teachers generally refered to advanced impressions of the concept cartoons. In light of the results, it can be deduced that the concept cartoons have enhanced their initial impressions of informal physics/science learning via the concept cartoons. The current research recommends that pre-service teachers should be encouraged to produce their own concept cartoons on the topic(s) they found difficult. Keywords: concept cartoon, informal learning, initial impression, science education.

A Case Study in Japanese Teacher Education

PsycCRITIQUES ◽  
2005 ◽  
Vol 50 (9) ◽  
Author(s):  
Lowell Brubaker
Keyword(s):  
Teacher Education
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