6 results on '"formal and informal learning"'
Search Results
2. How do Vocational Teachers Learn? Formal and Informal Learning by Vocational Teachers in Kenya
- Author
-
Moses Njenga
- Subjects
Teachers ,Continuing Professional Development ,Formal and Informal Learning ,TVET (Technical Vocational Education and Training) ,Kenya ,VET ,Education ,Special aspects of education ,LC8-6691 - Abstract
Context: Participation in Continuing Professional Development (CPD) supports the development of vocational teacher competencies. However, it is often not clear what learning methods vocational teachers use in their CPD. This study therefore investigated the CPD practices of vocational teachers in Kenya, with a specific focus on the formal and informal learning methods used. Approach: The study used a questionnaire survey to collect data from TVET teachers randomly drawn from six Technical and Vocational Colleges in Kenya's Nairobi Metropolitan Area. Descriptive and inferential analysis of the data was used to determine how frequently different learning methods are used and to identify associations between CPD practices and teacher characteristics. Findings: TVET teachers in Kenya were found to use different learning methods depending on the availability of the learning methods and the learning goals teachers have. Formal academic learning and discussions with colleagues are frequently used while collaborative learning methods and practice-based learning activities are less frequently used. Rarely used are written reflections about practice and its outcomes. Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The use of professional literature is restricted to text books with limited use of primary and secondary literature. CPD activities such as mentoring, supervising other teachers, and school visits were found to form a unique category of CPD activities that is more frequently used by teachers with administrative responsibilities. Conclusion: The limited use of active learning methods that involve critical evaluation of practices and their outcomes risks limiting the ability of vocational teachers in Kenya to transform and adopt better practices. It is recommended that vocational teachers in Kenya are encouraged to adopt a broad conception of teacher CPD that embraces collaborative, reflective, and practice-based learning.
- Published
- 2023
- Full Text
- View/download PDF
3. How do Vocational Teachers Learn? Formal and Informal Learning by Vocational Teachers in Kenya.
- Author
-
Njenga, Moses
- Subjects
VOCATIONAL education ,VOCATIONAL teachers ,NONFORMAL education ,QUESTIONNAIRES - Abstract
Context: Participation in Continuing Professional Development (CPD) supports the development of vocational teacher competencies. However, it is often not clear what learning methods vocational teachers use in their CPD. This study therefore investigated the CPD practices of vocational teachers in Kenya, with a specific focus on the formal and informal learning methods used. Approach: The study used a questionnaire survey to collect data from TVET teachers randomly drawn from six Technical and Vocational Colleges in Kenya's Nairobi Metropolitan Area. Descriptive and inferential analysis of the data was used to determine how frequently different learning methods are used and to identify associations between CPD practices and teacher characteristics. Findings: TVET teachers in Kenya were found to use different learning methods depending on the availability of the learning methods and the learning goals teachers have. Formal academic learning and discussions with colleagues are frequently used while collaborative learning methods and practice-based learning activities are less frequently used. Rarely used are written reflections about practice and its outcomes. Despite viewing Lecturer Industrial Attachment (LIA) as important and therefore wishing to attend LIA, more than a third of the participants indicated that they had never attended LIA. The use of professional literature is restricted to text books with limited use of primary and secondary literature. CPD activities such as mentoring, supervising other teachers, and school visits were found to form a unique category of CPD activities that is more frequently used by teachers with administrative responsibilities. Conclusion: The limited use of active learning methods that involve critical evaluation of practices and their outcomes risks limiting the ability of vocational teachers in Kenya to transform and adopt better practices. It is recommended that vocational teachers in Kenya are encouraged to adopt a broad conception of teacher CPD that embraces collaborative, reflective, and practice-based learning. [ABSTRACT FROM AUTHOR]
- Published
- 2023
- Full Text
- View/download PDF
4. On the Relation Between Teachers’ (In)formal Learning and Innovative Working Behavior: the Mediating Role of Employability.
- Author
-
Lecat, Antoine, Beausaert, Simon, and Raemdonck, Isabel
- Subjects
EMPLOYABILITY ,CAREER development ,TECHNOLOGICAL innovations - Abstract
Teachers’ innovative work behavior and professional development is receiving more attention lately. More precisely, it is argued that teachers’ formal and informal learning is crucial to anticipate and deal with continuous changes and innovations in technology and didactics, for example. Therefore, this study researches the teachers’ innovative work behavior by studying relations between (in)formal learning activities, employability (i.e. five competences: occupational expertise, anticipation and optimization, personal flexibility, corporate sense and balance) and innovative working behavior (IWB, i.e. ideas generation, promotion and realization). Furthermore, the mediating role of employability between learning and innovative working behavior is studied, too. Based on path analysis conducted on questionnaire data from 301 primary and secondary school teachers from the French-speaking community of Belgium, findings conclude that employability competences are related to both formal and informal learning, but the relationship between informal learning and employability is stronger. Next, making a distinction between the frequency and use of social informal learning is relevant given the differentiated role the different components play. Feedback use in particular seems to play an important role in teachers’ employability and IWB. Finally, it can be concluded that employability partially mediates the relation between the undertaking of (in)formal learning activities and dimensions of innovative working behavior. Results imply that schools should pay more attention to supporting teachers’ informal learning since it’s crucial for improving their ability to innovate and to be able to deal with changes in the dynamic world of education. [ABSTRACT FROM AUTHOR]
- Published
- 2018
- Full Text
- View/download PDF
5. On the Relation Between Teachers’ (In)formal Learning and Innovative Working Behavior: the Mediating Role of Employability
- Author
-
Antoine Lecat, Isabel Raemdonck, Simon Beausaert, UCL - SSH/IACS - Institute of Analysis of Change in Contemporary and Historical Societies, Educational Research and Development, RS: GSBE Theme Creativity, Innovation & Entrepreneurship, and RS: GSBE Theme Learning and Work
- Subjects
CAREER SUCCESS ,HELP-SEEKING ,PERCEPTIONS ,Work behavior ,Employability ,Informal education ,Education ,Formal and informal learning ,0502 economics and business ,Mathematics education ,Formal learning ,HUMAN-RESOURCE MANAGEMENT ,FUTURE-RESEARCH ,FEEDBACK ,05 social sciences ,Professional development ,Innovative work behavior ,050301 education ,Teachers ,PERFORMANCE ,Informal learning ,Innovative Work Behavior ,GOAL ORIENTATIONS ,ANTECEDENTS ,MODEL ,Human resource management ,Faculty development ,Psychology ,0503 education ,050203 business & management - Abstract
Teachers' innovative work behavior and professional development is receiving more attention lately. More precisely, it is argued that teachers' formal and informal learning is crucial to anticipate and deal with continuous changes and innovations in technology and didactics, for example. Therefore, this study researches the teachers' innovative work behavior by studying relations between (in)formal learning activities, employability (i.e. five competences: occupational expertise, anticipation and optimization, personal flexibility, corporate sense and balance) and innovative working behavior (IWB, i.e. ideas generation, promotion and realization). Furthermore, the mediating role of employability between learning and innovative working behavior is studied, too. Based on path analysis conducted on questionnaire data from 301 primary and secondary school teachers from the French-speaking community of Belgium, findings conclude that employability competences are related to both formal and informal learning, but the relationship between informal learning and employability is stronger. Next, making a distinction between the frequency and use of social informal learning is relevant given the differentiated role the different components play. Feedback use in particular seems to play an important role in teachers' employability and IWB. Finally, it can be concluded that employability partially mediates the relation between the undertaking of (in)formal learning activities and dimensions of innovative working behavior. Results imply that schools should pay more attention to supporting teachers' informal learning since it's crucial for improving their ability to innovate and to be able to deal with changes in the dynamic world of education.
- Published
- 2018
6. A Two-Year Study of Stakeholder Perceptions Associated with the Transition from 8th Grade to High School.
- Author
-
Hauser, Gregory M., Choate, Karen, and Thomas, Thomas P.
- Subjects
TEACHERS ,STUDENTS ,PARENTS ,HIGH schools - Abstract
This study reports on the findings of a two-year study investigating student, parent and teacher perceptions associated with the positive and negative aspects associated with the transition from 8th grade to high school. Data reported in the paper are drawn from questionnaires administered in the 8th and 9th grades to participants in the study. Four key findings will be reported. Recommendations and implications for future research and practice are provided. A comprehensive list of references is included. [ABSTRACT FROM AUTHOR]
- Published
- 2009
- Full Text
- View/download PDF
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