The Invisible Learning Ceiling: Informal Learning Among Preschool Teachers and Assistants in a Norwegian Kindergarten

Abstract

Individuals and society invest ever-increasing resources in formal educational programs. However, informal workplace learning may be an effective alternative source for enhancing competencies, but, unfortunately, our knowledge about informal learning is still limited. We extend the research on informal learning to the unexplored occupational group of kindergarten employees. Our research questions pertain to identifying activities that lead to informal learning, to conditions that promote or prevent such learning, and to differences between two groups of employees (preschool teachers and assistants). We used a qualitative case-study approach and conducted semistructured, in-depth interviews in a Norwegian kindergarten. The data indicated that the participants were involved in a variety of learning activities. However, preschool teachers and assistants differed regarding the conditions for informal learning, with assistants perceiving greater barriers to learning in the workplace. We argue that the assistants are easily trapped in situations in which further learning is diffi cult, and, paradoxically, those employees with the lowest formal education also seem to be disfavored with regard to informal learning. Clever organization of the work and careful leadership might be key actions to break through this invisible learning ceiling.Key Words: informal learning, workplace learning, learning activities, barriers to learning, educational level, kindergarten, preschool teachers and assistantsThe need for knowledge seems to be constantly increasing, with individuals, organizations, and society investing enormous resources in educational programs. Even so, this kind of formal learning is only one source of developing 300 Schei, Nerbø HUMAN RESOURCE DEVELOPMENT QUARTERLY • DOI: 10.1002/hrdq competency, as employees also learn during the execution of work. Such informal workplace learning may take place, for example, through discussions with colleagues, by experimenting with new methods, or during the observation of others (e.g., Hoekstra, Korthagen, Brekelmans, Beijaard, & Imants, 2009;Koopmans, Doornbos, & van Eekelen, 2006;Lohman, 2005). Interestingly, research has estimated that as much as 80% of what employees learn actually stems from informal workplace learning (Marsick & Watkins, 1990) and that many of the most critical skills are obtained through such learning (Cameron & Harrison, 2012;Crossan, Lane, & White, 1999;Eraut, 1994;Leslie, Aring, & Brand, 1998). Informal learning is also far less expensive than formal training (Boud & Garrick, 1999;Lohman, 2005).However, despite the prevalence and the potential importance of informal learning, our understanding of how it occurs and what infl uences such learning is still limited (Ellinger, 2005;Koopmans et al., 2006). The intention of the present study is to extend the research on informal learning to the unexplored occupational group of kindergarten employees. Examining informal learning among kindergarten employees is particularly interesting for several reasons. F...

Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions

“…For example, employees working in public sectors and education, health, and social service industries participated more actively in informal learning. The structure of constituents also affected informal learning (Schei & Nerbø, 2015). In particular, hierarchical order in rank hindered informal learning and interfered with active communication (Holley et al, 2016).…”

“…Especially for newcomers, mentoring, as a way of continuing professional education, was a major vehicle for self-development (Neher et al, 2015; Pifer et al, 2015; Williams, 2003). In addition, a positive and psychologically safe environment was a prominent aspect of learning culture (Schei & Nerbø, 2015; Schürmann & Beausaert, 2016). In many cases, informal learning occurred through trial and error.…”

“…Lack of time due to a heavy workload was one of the most frequently reported inhibitors of informal learning Cormier-MacBurnie et al, 2015; Lohman, 2009). Insufficient funds to purchase learning materials or hiring substitute employees were other factors inhibiting employees’ participation in informal learning (Lohman, 2005; Schei & Nerbø, 2015).…”

How do Master Teachers plan to renew early childhood education in Hungary? – The five-year plans of the Master Programmes and their implementations

“…Empirical research in the kindergarten context identified ten different activities that contribute to professional development. Four of the ten are individual learning activities (practicing, experimenting, reflection, and reading literature), but the other six are manifested through interaction with others (discussion, asking for professional advice, observation, mentoring, critical comments, training) (Schei & Nerbo, 2015). In Jensen and Iannone's research (2018) critical reflection, communities of practice, and networking were identified as crucial aspects of kindergarten teachers' professional development in terms of innovation.…”

“…The teachers' continuous professional development, which is the learning process that brings along changes in their teaching practices, and therefore in the development of the children's outcomes (Darling-Hammond & Richardson, 2009), has key importance regarding the level of professional work. Although several forms of learning activities embedded in the teachers' work have been identified by empirical studies (Kwakman, 2003;Hoekstra, Beijaard, Brekelmans, & Korthagen, 2007;Kyndt, Gijbels, Groseman, & Donche, 2016;Schei & Nerbo, 2015), their formal instalment into the elements of the teachers' progress is still problematic. The research examines the effect of the implementation of the Master programmes on teachers' everyday work and professional development.…”