Review article

INFORMAL LEARNING OF TEACHERS PERSPECTIVES OF RESEARCHING TEACHING PRACTICE

Giancarlo Gola ; Dipartimento Educazione e Formazione Universita di Trieste

Abstract

When teachers think about their teaching practice, they often mention learning from practice, professional instinct and intuition leading their performance. Psychopedagogical research indicate this phenomenon as informal learning and tacit knowledge.
Informal learning may be defined as unintentional learning, arising from operational contexts whose results are often manifested unconsciously. Especially interesting is learning in professional contexts because it is predominantly informal; the emergence and development of that process are unknown as well as what contributes to it. There is no knowledge independent of previous learning and social and cultural appurtenance when it comes to adult learning.
The paper synthetisizes theoretical and empirical development of the term informal learning in the teaching profession, the way in which the meaning of that term is comprehended, used again and may represent a metacognitive process about teaching practice and teaching activities in the classroom.

Keywords

informal learning; teaching practice

Hrčak ID:

25801

URI

https://hrcak.srce.hr/25801

Publication date:

30.6.2008.

Article data in other languages: croatian italian

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