Lebenslanges Lernen als Kompetenzentwicklung

Tippelt, Rudolf

doi:10.1007/978-3-658-19953-1_6

Cited by 9 publications

(8 citation statements)

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“…The conducted research reveals that personal reflection serves as the method of personal and professional development, which responds to scientific research (Dehnbostel, 2016;Tippelt, 2018;Wright et al, 2018). Reflective informal learning process allows one to newly look at the obtained knowledge via experience.…”

Section: Research Results and Their Discussionmentioning

confidence: 99%

“…Due to the qualities, experiential learning can be considered as a part of informal learning. According to Tippelt, informal learning is important for professional development and competence (Tippelt, 2018), because the learner, having experienced something, reflects it. Reflection is perceived as analysis and evaluation of one's actions, beliefs and thoughts.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Reflection is perceived as analysis and evaluation of one's actions, beliefs and thoughts. Tippelt indicates reflection as a process through which experience (as long-term memory material) transforms into learning while learning subsequently changes to personal and professional development, which in turn helps act appropriately (Tippelt, 2018). According to Wright, McCarthy & Meekison, by reflecting one's experience and understanding, conceptions and specific conclusions are formulated, which are later tested in new situations and allow one to act more efficiently.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Informal learning is based on consciousness criterion (Cerasoli, Alliger, Donsbach, Mathieu, Tannenbaum, & Orvis, 2018), which states that a person, deliberately but without any additional efforts learns from all activities of his/her life in order to develop (by applying reflection of literature, media and other experiences). Tippelt (2018) relate informal learning to development of professional competence itself. He emphasizes the factor of competence transfer from social environment to the professional area.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Employees' professional competence and ability to act in a reflective way, according to Dehnbostel (2016), lie within professional development. Substantiation of informal learning concept can be found in definitions of other scientists: natural learning every day (Meyer-Drawe, 2019); learning, the source of which can be everyday life (Tippelt, 2018); learning during everyday activity at work, at home or in one's free time (Burkšaitienė & Šliogerienė, 2012). Thus, experiential learning as the condition of teacher's professional development is obvious because numerous situations in teachers' work are related to experience-based knowing.…”

Section: Literature Reviewmentioning

confidence: 99%

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Experiential Learning as the Precondition of Teacher’s Professional Competence Development

Dobržinskienė

Paurienė

Stepanovienė

2019

SIE

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Society is pausing higher and higher requirements for teachers regarding their professionalism, efficiency of activity, personal qualities and other aspects. If we treated teachers’ professional development as a life-long process, we would find alternative learning forms, which enable continuous, individual and flexible learning. It is important to reveal the role of informal learning in the area of life-long learning process because its significance to teacher’s professional competence has not been fully estimated. Knowledge, skills, and abilities that teachers bring into their professional activity, gained as the outcome of informal learning and development, are not adequately valued. Insufficient attention is paid to professionality and contextuality of teacher’s professional competence development. Therefore, it is crucial to perceive experiential learning which determines development of the competence as a constituent part of informal learning. The aim of the article is to reveal the interaction between experiential learning and teacher’s professional competence development. Methodology of the research encompasses both theoretical, namely scientific literature analysis and summary, and empiric research methods. Qualitative research data were collected using biographical-narrative interviews while data analysis and findings are based on Abductive Reasoning Theory according to Peirce, Grounded Theory according to Strauss and Corbin and Formulating Interpretation according to Bohnsack. Scientific literature analysis has revealed that experiental learning is frequently random, spontaneous and unplanned. Due to its nature it is considered as a part of informal learning. The results of the biographical-narrative interviews with teachers show that professional activity provides pedagogues with rich experience and opportunity to develop regarding the contents of the subject taught as well as methodological and personal perspectives.

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Section: Research Results and Their Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 3 more Smart Citations