Search results for: Informal education
Page 2/2 17 items
Professional Development across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities
The goal of this study was to investigate teachers’ uptake of different learning opportunities from the beginning to the end of the teaching career. The authors focused on in-service training as an example of formal learning opportunities and on teacher collaboration and the use of professional literature as two examples of informal learning opportunities. Results showed that formal learning opportunities (in-service training) were used most frequently by mid-career teachers, whereas informal learning opportunities showed distinct patterns across the teaching career.
Updated: Nov. 04, 2011
If We Teach Them, They Can Learn: Young Students Views of Nature of Science Aspects to Early Elementary Students During an Informal Science Education Program
The goal of this study was to investigate how explicit-reflective instruction could improve young students’ understanding of Nature of Science (NOS). During an informal education setting, the authors taught NOS aspects using explicit-reflective instruction. Overall the students participating in the program improved their understanding of the target aspects of NOS through use of explicit reflective instruction. However, the levels of improvement varied across different aspects.
Updated: May. 19, 2011
This study profiles and compares international social contexts for teacher workplace informal learning from the teachers' perspectives. Set in elementary schools in the U.S. and Lithuania, the study illustrates how teachers make sense of and engage in professional learning within their historical, political and administrative contexts.
Updated: May. 25, 2010
Legitimate Peripheral Participation (LPP) – The Case for Recognition of Prior Learning Sites and Knowledges in South Africa's Transforming Education System
This paper seeks to establish the parallel relevance of Lave and Wenger's Legitimate Peripheral Participation (Lave & Wenger, 1990) to South Africa's post-colonial legitimation of alternative sites. The South African Qualifications Authority highlights the fact that the pedagogical approach of such sites is context- and learner-centred with demonstrable socially valuable skills. The approach confronts and deconstructs the colonial marginalisation of human capital from outside ‘formal’/official institutions. It is part of the ideological framework of redressing the race and class exclusion mechanisms of artisans and others from the landscape of skills possession.
Updated: Dec. 14, 2009
This paper examines individuals' computing adoption processes through the lenses of three adoption theories: Rogers's innovation diffusion theory, the Concerns-Based Adoption Model, the Technology Acceptance Model, and the United Theory of Acceptance and Use of Technology. Therefore, the question this paper seeks to understand is this: Can any one of these theories (or a combination of theories) bring meaning and understanding to why an individual chooses to adopt or reject a particular innovation (and in particular a technology-based innovation)?
Updated: Jul. 01, 2009
This paper derives from a case study of 10 secondary school teaching assistants (TAs) who did not have conventional pre-qualifications in mathematics. However, they undertook an honors degree in mathematics education studies at a Higher Education Institution in England whilst continuing to work as TAs in school. Work-based learning was thus undertaken in parallel with advancement through the hierarchical undergraduate mathematics curriculum.
Updated: Apr. 06, 2009
In the context of educational innovation, it is important to examine how in-service teachers learn and adapt their knowledge to changing professional circumstances. The authors examined the informal learning of a small number of experienced science teachers in their first few years of teaching a new science syllabus in secondary education in the Netherlands.The storyline method was used to elicit the teachers’ perceptions of their learning from experiences at work. Implications for professional development initiatives are discussed, as are suggestions for initial teacher education.
Updated: Mar. 26, 2009