scholarly journals A Study on the Expansion from Formal Teacher Education to Informal Learning Community

2011 ◽  
Vol null (27) ◽  
pp. 443-472
Author(s):  
김효숙
Keyword(s):  
Teacher Education ◽  
Informal Learning ◽  
Learning Community

scholarly journals To Where Teachers Learn: Following the Yellow Brick Road

2014 ◽  
Vol 8 (1) ◽  
pp. 193-211
Author(s):  
Narrative Inquiry Group
Keyword(s):  
Professional Development ◽  
High School ◽  
Teacher Education ◽  
Narrative Inquiry ◽  
Learning Community ◽  
Research And Practice ◽  
Inquiry Group ◽  
Collective Experience ◽  
Group A

This article describes the journey of The Narrative Inquiry Group, a community of high school educators engaged in embedded, self-directed professional development. Our approaches include professional conversation, narrative inquiry, and literary métissage, and our results consist of productions representative of our selves, learning, and practices. We would suggest that our inquiries map the path of individual and collective experience, and illustrate the value of being self-critical within the safety of a learning community. In addition, we hope to inform others’ research and practice, and those with an interest in teacher education, of the importance of understanding the experience of educators engaging in inquiry.

Beyond Class Hours

2012 ◽  
pp. 46-61
Author(s):  
Robert Hickey
Keyword(s):  
Informal Learning ◽  
Learning Community ◽  
Teaching Styles ◽  
Physical Design ◽  
Think Tank ◽  
Geographic Education ◽  
Computer Classroom ◽  
Geographic Knowledge ◽  
Computer Classrooms ◽  
Formal Class

Much has been written regarding the effectiveness of different teaching styles; however, considerably less has been written about the physical design of computer classrooms and their implications on education. To date, nothing has been written regarding building an informal learning community within a computer classroom, particularly outside of formal class hours. In this paper, the author examines designing an environment in which geography students feel at home, that is, a center of geographic education. Such a center could be defined as a place where students and faculty congregate to create and transmit geographic knowledge. A GIS lab can be such a place if deliberate care and effort are taken to ensure that the lab is multidisciplinary, dynamic, encourages creativity and discourse, and is a think tank for solving geospatial problems. This paper illustrates some proven methods for building such an environment.

scholarly journals Differences in Learning Effects among Teachers Who Participate in Individual and in Groups in a MOOC

2021 ◽  
Vol 11 (4) ◽  
pp. 184-188
Author(s):  
Shuang Li ◽  
◽  
Zhong Sun ◽  
Liming Luo
Keyword(s):  
Teacher Education ◽  
Learning Community ◽  
Practical Significance ◽  
Learning Support ◽  
Learning Effects ◽  
Support Mechanism ◽  
Effective Strategies ◽  
The Individual ◽  
Teacher Groups

With the development of teacher education MOOCs, more and more schools encourage teachers to participate in MOOC. How to improve the learning effect of teachers has practical significance. Previous researches have mainly focused on the individual teachers who participate in the study alone. Little research has been done on the learning effects of the teacher groups. In this study, we adopt ANOVA and social network to analyze the differences in learning effects between teachers who participate in learning alone and teacher groups in a teacher education MOOC, and used interview to explore the causes of the differences. Results indicated: 1) the completion rate and excellence rate of group teachers are higher than individual teachers. Among them, the leader-guided teachers have higher academic performance. 2) in the forum, group teachers are more active. Effective strategies for teachers learning include three aspects: playing the exemplary role of model teachers, teachers establish a learning community, and the school establishes a learning support mechanism.

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.

Framing Care for Planners of Education Programs

2017 ◽  
Vol 29 (2) ◽  
pp. 62-71 ◽  
Author(s):  
Michelle Glowacki-Dudka ◽  
Cathy Mullett ◽  
Wendy Griswold ◽  
Amy Baize-Ward ◽  
Crissy Vetor-Suits ◽  
...  
Keyword(s):  
Informal Learning ◽  
Learning Community ◽  
Critical Reflection ◽  
Popular Education ◽  
Learning Goals ◽  
Open Communication ◽  
Nel Noddings ◽  
Care Community ◽  
Education Community ◽  
Myles Horton

Using a framework of care to design experiences in formal or informal learning does two things. It acknowledges intentions of reflective learning through open communication and meets expectations of scholars seeking knowledge within a learning community. This proposed framework was developed from programs involving popular education, community development, open communication, critical reflection, and democratic participation. It can be applied to most instructional contexts, where relationships between facilitators and participants are valued as part of an active learning environment. This framework of care builds on the work of Myles Horton, Paulo Freire, Nel Noddings, and Fergal Finnegan. When planning programs, we recommend both understanding participants’ learning goals and then being attentive to care, community, communication, critical reflection, equality, and democracy. Through these approaches, educators can create a caring experience for learners.

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