Self-Initiated Learning Activities of Experienced Public School Teachers: Methods, sources, and relevant organizational influences

Lohman, Margaret C.; Woolf, Nicholas H.

doi:10.1080/13540600123835

Cited by 83 publications

(38 citation statements)

References 5 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Although research on teacher learning has devoted a lot of attention to the learning processes of beginning teachers (e.g., Collinson & Cook, 2004;Henze, Van Driel, & Verloop, 2009;Lohman & Woolf, 2001), several studies focused on the learning activities of more experienced teachers (e.g., Bakkenes, Vermunt, & Wubbels, 2010;Hoekstra, Beijaard, Brekelmans, & Korthagen, 2007;. These studies have shown that experienced teachers also undertake a variety of learning activities as described in the sections above.…”

Section: Teaching Experiencementioning

confidence: 98%

“…They were asked which activities they themselves think would contribute to their learning. Second, the schools in this study participated voluntarily, which according to Lohman and Woolf (2001) could be associated with a more positive attitude towards learning. The fact that every participating school primarily reported having a culture where teachers all spontaneously collaborated and mostly felt supported in their learning, could be due to this sampling bias.…”

Section: Limitations and Future Researchmentioning

confidence: 99%

See 1 more Smart Citation

Informal learning of primary school teachers: Considering the role of teaching experience and school culture

Grosemans

Boon

Verclairen

et al. 2015

Teaching and Teacher Education

106

View full text Add to dashboard Cite

Section: Teaching Experiencementioning

confidence: 98%

Section: Limitations and Future Researchmentioning

confidence: 99%

Informal learning of primary school teachers: Considering the role of teaching experience and school culture

Grosemans

Boon

Verclairen

et al. 2015

Teaching and Teacher Education

106

View full text Add to dashboard Cite

“…To study teachers' learning goals, we designed interview questions from various perspectives intended to invite teachers to talk about their own learning (see Table 2). The combination of questions stimulated teachers to discuss such things as their concerns, critical learning experiences, recent learning activities, feelings of mastery, and their aims and long-term plans (Kelchtermans 1993;Lohman and Woolf 2001;Hoekstra et al 2007;Janssen et al 2012). Using such a multi-perspective approach in our interviews, we invited teachers to talk about the topics that mattered most for their current learning.…”

Section: Instrumentsmentioning

confidence: 99%

“…Recently, studies have pointed to the importance of addressing teachers as active agents in educational change efforts (Hoban 2002;Czerniawski 2013) and as directing their own CPD (Lohman and Woolf 2001). A necessary condition for teachers to be self-directed learners is that they diagnose and become aware of their learning goals first (Janssen et al 2012).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ professional learning goals in relation to teaching experience

Louws

Veen

Meirink

et al. 2017

European Journal of Teacher Education

View full text Add to dashboard Cite

In this study, we explored the relationships between teachers' selfarticulated professional learning goals and their teaching experience. Although those relationships seem self-evident, in programmes for teachers' professional development years of teaching experience are hardly taken into account. Sixteen teachers with varying years of experience and subjects were interviewed. The results show different learning goals, related to communication and organisation, curriculum and instruction, innovation, responsibilities, and themselves as professional. Various relationships between learning goals and teaching experience emerged, which clearly reflect the development from early-to mid-and late-career teachers. Issues related to curriculum and instruction appeared to be learning goals for early-and mid-career teachers. This implies that regardless of increasing teaching expertise, curriculum and instruction remain central to teachers' continuous learning. Late-career teachers were interested in learning about extra-curricular tasks and innovations. Models of professional life phases have been used to interpret these results.

show abstract

“…In studies on professional learning, teachers are addressed as active agents in educational change (Hoban, 2002) and as self-initiating professional learning activities (Lohman & Woolf, 2001). In our study, teachers are viewed as active agents directing their own development as part of their professional life (Czerniawski, 2013;Gravani, 2007).…”

Section: Teachers' Professional Learning and Learning Goalsmentioning

confidence: 99%

Understanding teachers’ professional learning goals from their current professional concerns

Louws

Meirink

Veen

et al. 2017

Teachers and Teaching

View full text Add to dashboard Cite

In the day-to-day workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional learning. In this study, we explored the professional concerns underlying teachers' learning goals in order to understand variation in professional learning over a teacher's career. In this qualitative study, we administered a semi-structured interview and a card sorting task to 15 secondary school teachers to elicit teachers' learning goals and current professional concerns. By conceptually combining teachers' learning goals with professional concerns in concern-goal pairs, we sought to understand the different reasons for teachers' learning. These concern-goal pairs were characterized in three different types of reasons: continuous, growth and improvement, and work-management. The results showed that early career teachers have mainly growth and improvement concerns, whereas mid-and late-career teachers have both continuous and growth and improvement concerns. Work-management concerns differ for early-and late-career teachers. Results are further discussed in terms of professional life phase models and teachers' developmental tasks throughout their career.

show abstract

Self-Initiated Learning Activities of Experienced Public School Teachers: Methods, sources, and relevant organizational influences

Cited by 83 publications

References 5 publications

Informal learning of primary school teachers: Considering the role of teaching experience and school culture

Informal learning of primary school teachers: Considering the role of teaching experience and school culture

Teachers’ professional learning goals in relation to teaching experience

Understanding teachers’ professional learning goals from their current professional concerns

Contact Info

Product

Resources

About