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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 icon orcid.org/0000-0002-8530-0875 ; Faculty of Teacher Education, University of Zagreb, Zagreb, Croatia

Puni tekst: hrvatski, pdf (126 KB) str. 309-321 preuzimanja: 173* citiraj
APA 6th Edition
Skupnjak, D. i Tot, D. (2019). Zastupljenost neformalnog i informalnog učenja u profesionalnom razvoju učitelja. Nova prisutnost, XVII (2), 309-321. https://doi.org/10.31192/np.17.2.5
MLA 8th Edition
Skupnjak, Draženka i Daria Tot. "Zastupljenost neformalnog i informalnog učenja u profesionalnom razvoju učitelja." Nova prisutnost, vol. XVII, br. 2, 2019, str. 309-321. https://doi.org/10.31192/np.17.2.5. Citirano 24.02.2020.
Chicago 17th Edition
Skupnjak, Draženka i Daria Tot. "Zastupljenost neformalnog i informalnog učenja u profesionalnom razvoju učitelja." Nova prisutnost XVII, br. 2 (2019): 309-321. https://doi.org/10.31192/np.17.2.5
Harvard
Skupnjak, D., i Tot, D. (2019). 'Zastupljenost neformalnog i informalnog učenja u profesionalnom razvoju učitelja', Nova prisutnost, XVII(2), str. 309-321. https://doi.org/10.31192/np.17.2.5
Vancouver
Skupnjak D, Tot D. Zastupljenost neformalnog i informalnog učenja u profesionalnom razvoju učitelja. Nova prisutnost [Internet]. 2019 [pristupljeno 24.02.2020.];XVII(2):309-321. https://doi.org/10.31192/np.17.2.5
IEEE
D. Skupnjak i D. Tot, "Zastupljenost neformalnog i informalnog učenja u profesionalnom razvoju učitelja", Nova prisutnost, vol.XVII, br. 2, str. 309-321, 2019. [Online]. https://doi.org/10.31192/np.17.2.5

Sažetak
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.

Ključne riječi
non-formal learning; informal learning; teachers; professional development

Hrčak ID: 222482

URI
https://hrcak.srce.hr/222482

[hrvatski]

Posjeta: 330 *