Self-Initiated Learning Activities of Experienced Public School Teachers: Methods, sources, and relevant organizational influences
Self-Initiated Learning Activities of Experienced Public School Teachers: Methods, sources, and relevant organizational influences
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DOI：
10.1080/13540600123835
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发表时间：
2001-03
影响因子：
2.7
通讯作者：
Margaret C. Lohman;N. Woolf
中科院分区：
文献类型：
--
作者：
Margaret C. Lohman;N. Woolf
本研究考察了有经验的公立学校教师的自主学习活动。采访了22名有经验的教师，以更好地了解他们参与的自主学习活动的类型以及影响他们参与这些活动的组织特征。数据分析表明，有经验的教师参与了三种类型的自主学习活动：知识交流、实验和环境扫描。这些活动的参与受到资源的可获得性、物理布局和学校的集中化程度的影响。讨论了这些发现对教师学习和发展的理论、实践和未来研究的意义。
The self-initiated learning activities of experienced public school teachers are examined in this study. Twenty-two experienced teachers were interviewed to develop a greater understanding of the types of self-initiated learning activities in which they engage and the organizational characteristics that influence their participation in those activities. Analysis of the data showed that experienced teachers engaged in three types of self-initiated learning activities: knowledge exchanging, experimenting, and environmental scanning. Participation in these activities was influenced by the availability of resources, physical layout, and level of centralization in their schools. Implications of these findings for theory, practice, and future research in teacher learning and development are discussed.