Original scientific paper
https://doi.org/10.31192/np.17.2.5
The Representation of Non-Formal and Informal Learning in the Professional Development of Teachers
Draženka Skupnjak
; Seventh elementary school Varaždin, Donji Kućan, Varaždin, Croatia
Daria Tot
orcid.org/0000-0002-8530-0875
; Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia
Abstract
The fundamental concept behind teacher’s professional development is professional learning as a lifelong, open, dynamic and durable/permanent process of various forms of formal, non-formal and informal learning. For a long time, researches have been focused on the area of formal education, in other words institutionally organized learning. With the development of the lifelong learning, other forms of education and learning also come into focus. Various models and variations of non-formal and informal learning mutually intertwine in many parts, and the aim of this research was to determine which of these forms are the most represented in the professional development of class teachers. It has been determined, on a sample of 506 respondents from Varaždin, Međimurje, Koprivničko-Križevačka and Bjelovarkso-Bilogorska County that teachers evaluate, as the most frequent forms – co-operation with other school teachers, informal conversations with fellow professionals, participation in courses, workshops or seminars outside the school, county assemblies and media monitoring. The least represented is participation in intercultural / international projects and volunteering. It has also been determined, in some forms of non-formal and informal learning, statistically significant difference in terms of teacher’s years of service and the type of initial education.
Keywords
non-formal learning; informal learning; teachers; professional development
Hrčak ID:
222482
URI
Publication date:
9.7.2019.
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