Informal learning behaviors and the role of workplace support: preliminary findings from an India-USA workforce

Joseph, Nidheesh; Rajan, E. Sownthara

doi:10.1108/dlo-05-2021-0089

Cited by 1 publication

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“…While a prior study has shown that institutions invest heavily in the training and development of employees, for instance, through informal learning approaches (Joseph and Rajan, 2022), very few studies have attempted to examine how teachers could advance their professional practice through professional development programs (PDPs) that use nonformal learning approaches. To address this knowledge gap, the current study sought answers to the research questions: How can nonformal learning approaches be used to facilitate professional development programs and to enhance the professional practice of teachers in HEIs?…”

Section: Introductionmentioning

confidence: 99%

Nonformal learning approaches and the professional development of teachers in higher education

Owusu-Agyeman

2023

DLO

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Purpose As universities find new ways of implementing professional development programs (PDPs), very few scholarly studies have examined how teachers could advance their knowledge and skills through PDPs that are developed based on nonformal learning approaches. To address this knowledge gap, the current study examines how PDPs could be facilitated using nonformal learning approaches to enhance the current and future professional practice of teachers in a South African University. Design/methodology/approach Data for the current study were gathered using semistructured face-to-face interviews among 28 teachers who were purposively sampled from the university. The interview data gathered were analyzed using thematic analysis. Findings The four themes that emerged from the narrative data analyzed were: developing teacher professional practice through diverse nonformal learning arrangements; challenges associated with PDPs that are designed using nonformal learning arrangements; teacher rationale for participating in PDPs that follow nonformal learning arrangements and; the role of leadership in professional development. The findings reveal that nonformal approaches are used widely in the professional development of teachers and teachers have diverse reasons for joining PDPs. Further, leadership also plays a major role in the professional development of teachers. Practical implications When HEIs use nonformal learning approaches to facilitate PDPs, they could 1) enable teachers to easily transfer the knowledge they acquire from the PDPs to the teaching and learning setting and 2) create a situated learning environment where experienced teachers and other experts support the professional development of young teachers. Originality/value This paper presents original ideas on how nonformal learning approaches could be used to facilitate PDPs and to enhance the professional practice of teachers in HEIs.

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Section: Introductionmentioning

confidence: 99%

Nonformal learning approaches and the professional development of teachers in higher education

Owusu-Agyeman

2023

DLO

View full text Add to dashboard Cite

show abstract

Informal learning behaviors and the role of workplace support: preliminary findings from an India-USA workforce

Cited by 1 publication

References 6 publications

Nonformal learning approaches and the professional development of teachers in higher education

Nonformal learning approaches and the professional development of teachers in higher education

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