Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career

Huang, Xianhan; Lee, John Chi‐Kin; Frenzel, Anne C.

doi:10.3389/fpsyg.2020.01067

Cited by 36 publications

(23 citation statements)

References 82 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The frequency of college faculty engagement in online IL activities was measured using the Informal Learning Scale, which is developed and revised by the authors of this study, with reference to other Informal Learning Scales about primary and middle school teachers (Bakkenes et al, 2010 ; Huang et al, 2020 ). The scale contains seven items.…”

Section: Methodsmentioning

confidence: 99%

A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic

Zhang

Zou

2021

Front. Psychol.

View full text Add to dashboard Cite

Online informal learning (IL) spreads quickly in the COVID-19 Pandemic. Studies have predicted that both online and workplace IL have potential value to individual and organization development, whereas the study on its link with innovation remains scarce. IL is an individualized learning pattern different from formal learning, and its functioning mechanism on innovation will deepen our understanding of the relationship between learning and innovation. Self-efficacy and autonomous motivation are considered as two streams of motivational mediating mechanisms to innovation. However, previous studies have proceeded largely in separation from each other. Researchers highlight the need to develop a more fine-grained theory of motivation and innovation. In addressing these literature gaps, this paper takes college teachers as the sample and focuses on the motivational mediating mechanism between online IL and innovation. The results showed that teachers IL could positively predict innovative teaching performance. Personal teaching efficacy and autonomous motivation played as sequential mediators on the link between IL and innovative teaching performance. This study extends the literature of IL–innovation relationship and enriches understanding of cognition-oriented motivation theory, highlighting one's internal autonomous construction is the key to innovation. Theoretical and practical implications for psychological empowerment are discussed.

show abstract

Section: Methodsmentioning

confidence: 99%

A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic

Zhang

Zou

2021

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…However, the two properties are well rooted in the literature. One is self-directed learning, with the learning content and form determined by learners themselves (Conlon, 2004 ; Marsick et al, 2017 ; Huang et al, 2020 ). The other is to learn through interaction and reflection, e.g., actively seeking feedback and debriefing work experiences (Manuti et al, 2015 ; Louws et al, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…IL often occurs as people carry out their work and acquire the necessary competence and interests to meet current and future work requirements (Jacobs and Park, 2009 ). IL mainly consists of four types: knowledge exchange, self-experimentation, environmental scanning and reflection (Lohman, 2005 ; Bakkenes et al, 2010 ; Choi and Jacobs, 2011 ; Huang et al, 2020 ). From this perspective, community-based online learning at home during the COVID-19 pandemic can be regarded as a typical form of IL because teachers opted in to open online learning resources and learning is in the hands of the teachers themselves.…”

Section: Introductionmentioning

confidence: 99%

Teacher Online Informal Learning as a Means to Innovative Teaching During Home Quarantine in the COVID-19 Pandemic

Liu

Huang

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

The home quarantine in the COVID-19 pandemic has created challenges for teaching across the world and called for innovative teaching, as well as teachers' learning. Given the rapid development of teachers' online learning and teaching, identifying effective ways to facilitate innovative teaching under such challenging conditions is a critical issue. Although researchers have realized that workplace informal learning (IL) increasingly reveals its potential value to individual development, the relationship between IL and innovation has been under-explored. The purpose of this study was to evaluate the impact of IL on innovative teaching, through the mediating roles of three types of teaching-related efficacy, with a particular focus on college teachers and online context. A sample of 479 Chinese college teachers was randomly selected to participate in the survey. The results showed that teachers' online IL in pandemic improved their personal teaching efficacy and ICT efficacy (information and communication technology efficacy), and then facilitated their innovative teaching without differences of gender and teaching-age effect. Whereas, general teaching efficacy was not a mediator between online IL and innovative teaching. Hence, we proposed a can-do motivating model of teacher efficacy in fostering innovative teaching through informal learning. It implies three properties of teachers' online IL: social interaction, autonomous learning and novelty-seeking. It also revealed that innovative teaching can be driven in COVID-19 pandemic, mainly by learning domain-specific knowledge and skills, thus enhancing personal teaching efficacy and ICT efficacy in online teaching context.

show abstract

“…Previous data suggests that the educational process, mediated by online computer technologies, requires a specific teaching experience [6]. It has been shown that teachers who have such communicative qualities as benevolence, openness, neuroplasticity, stress resistance, and the presence of self-regulation and self-discipline skills are more successful in the implementation of online courses [8,9,25,26]. However, the uniqueness of the situation of the forced and widespread transition to distance learning during the period of the COVID-19 pandemic threat causes a lack of research in the psychological consequences, mechanisms of adaptation to the new format, and the factors that determine its success.…”

Section: Discussionmentioning

confidence: 99%

Subjective discomfort and personality traits of university teachers during the COVID-19 pandemic

et al. 2020

View full text Add to dashboard Cite

The current threat of the COVID-19 pandemic has led to the transition to distance (online) education in all educational institutions of the country, including universities. A sudden forced change in the form and structure of education has psychological consequences for all the participants in the educational process. The objective of the study presented was to examine the severity of anxiety, career maladjustment, stress levels, and coping strategies among university teachers during the transition to distance (online) education. The sample comprised 169 individual participants (95 women, 74 men) aged 25 to 70 years: 119 university teachers of the Rostov region (mean age = 45 years) and 40 sales specialists as the control group (mean age = 35 years). The study was conducted online from 04.24.2020 to 06.15.2020. The results indicate a general tendency to increasing stress levels and severity of career maladjustment. university teachers have a higher level of professional motivation and less often complain of feeling unwell and of a decrease in cognitive functions. Less adaptive in terms of stable personality parameters respondents are more likely to experience stress and more prone to manifest unmotivated anxiety. They demonstrate a higher level of career maladjustment and subjective discomfort when using the Internet. The preferred coping strategy is to openly complain about work or general negative feelings. Changes in the dynamic personality characteristics of university teachers during distance education are determined by their stable personality characteristics rather than by their age, which is often mentioned as the main factor for adaptation difficulties.

show abstract

Striving to Become a Better Teacher: Linking Teacher Emotions With Informal Teacher Learning Across the Teaching Career

Cited by 36 publications

References 82 publications

A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic

A Motivational Mechanism Framework for Teachers' Online Informal Learning and Innovation During the COVID-19 Pandemic

Teacher Online Informal Learning as a Means to Innovative Teaching During Home Quarantine in the COVID-19 Pandemic

Subjective discomfort and personality traits of university teachers during the COVID-19 pandemic

Contact Info

Product

Resources

About