The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and interviews with four experienced teachers. For the analysis we used Eraut’s distinction into three types of learning which differ in the degree of consciousness that is involved. We found several activities that represented each of these types of learning. The findings demonstrate how cognitive, affective, motivational and behavioural aspects are interrelated in classroom teaching and that learning from classroom teaching occurs at several levels of awareness. Hence, we argue that a theory of teacher learning should account for activities involved in the alignment of behaviour to plan and for the role of motivation and emotion. The findings suggest that fruitful development of the quality of teaching requires more attention for the relation between teachers’ cognition, emotion, motivation and behaviour, and for promoting teachers’ awareness of their implicit beliefs and behavioural tendencies.
Introduction and theoretical background Professional development of teacher educators is an important issue because in order to be able to teach the teachers of the future, teacher educators have to keep their own knowledge and skills 'future proof' (Kools, 2011a). A lot of professional development takes place at work (workplace-learning) (Eraut, 2004;Tynjälä & Heikkinen, 2011). In an attempt to typecast this type of learning, Eraut introduces a continuum of formal and informal learning. At the informal end of the continuum we find 'implicit, unintended, opportunistic and unstructured learning and the absence of a teacher' (Eraut, 2004, p250). At the formal end, opposite types of learning can be found. In between the two ends of the continuum, all kinds of fusions of formal and informal learning exist. Research goals In our study, we intend to take a closer look at informal forms of learning as a means of professional development. The purpose of our study is to recognize the possibilities and to appreciate the value of informal forms of learning with regard to teacher educators' professional development, both by teacher educators themselves as well as by their managers. In a quick-scan at our Teacher College (Kools, 2011b) teacher educators were asked to mention which activities they had undertaken in the past two years to develop themselves professionally. In this quickscan, informal forms of learning were often ticked off. These findings might indicate that informal forms of learning do take place and can be recognized retrospectively. In our study we focus on the recognition of informal learning processes by teacher educators. We are investigating ways to stimulate teacher educators' awareness of informal learning processes. The question for this part is: 'in what ways do writing logbooks and the analysis of these logbooks help teacher educators to become aware of their own informal learning processes?' Proposed design of the study In our study we would like to invite teacher educators to participate and study their own informal learning processes. We would like them to describe their learning experiences and learning outcomes in a logbook. Logbook entries are made on the basis of regular time intervals such a daily entries, weekly entries or entries every six weeks. After 6 weeks we ask them to look at their own logbooks and analyse how and what they have learned and what they experienced in the process writing log entries. We will ask them to express this in a learner-report. For this task, we provide them with an analysis-tool, consisting of a checklist with critical questions. These learner reports form the input for an overall analysis in which we would like to answer the research question. The design of the study leads to two types of outcomes: (1) awareness of their informal learning processes of the participating teacher educators and (2) insights into the processes of stimulating awareness of informal learning processes. At the conference In Coimbra we hope to present our first experiences and some results of this approach. References Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, Vol 26, N0, July 2004, 247-273 Kools, Quinta H. (2011). Future proof! Professionaliteit van leraren en lerarenopleiders. Lectorale rede, Fontys Hogescholen. Kools, Q.H., J. Dengerink, K. Melief and M. Lunenberg (2011). Professional development activities of teacher educators. Paper presented at the annual ATEE conference Riga, August 2011 Tynjälä, Päivi, and Hannu L.T. Heikkinen (2011). Beginning teacher's transition from pre-service education to working life. Theoretical perspectives and best practices. Published online: 29.03.2011, © VS Verlag für Sozialwissenschaften 2011
Every organisation needs to have organised Company Emergency Response (CER) staff. The training of CER must combine knowledge acquisition with knowledge application in performing physical procedures and demonstrating skills. However, current training does not secure well-prepared CER-staff in the long term. Playful learning is that a more engaging type of training can be created which combines knowledge with skills training. But while social interactions can strongly and positively impact learning as well as motivation, this is not easily facilitated within digital learning environments Two questions are particularly important for playful learning designers: • How can playful learning make use of the combination of digital and non-digital working mechanisms to foster learning and motivation? • How can trainees learn and play together if they are not always present at the same time in within the same learning environment? The saying at IJsfontein is that individually you can progress, but only together you can persevere. The aim of this collaboration with Hanze University of Applied Sciences Groningen is to provide playful learning designers with concrete and reusable design guidelines for leveraging social processes in playful learning across the digital/non-digital boundary. As such, we seek to contribute to the practically-oriented design knowledge available to the creative industry through design research that is grounded in practice. This type of design knowledge can only be fully developed when evaluated across different contexts of application. Therefore, we will form a consortium of partners from the creative industry to write a joint follow-up funding application
