Teachers’ Everyday Professional Development
Teachers’ Everyday Professional Development
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教师的日常专业发展
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
V. Donche
中科院分区：
文献类型：
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作者：
E. Kyndt;D. Gijbels;Ilke Grosemans;V. Donche
虽然通过正式学习活动促进教师发展的研究已经很多，但对教师日常学习的研究还很有限。在目前的系统回顾中，我们分析了74项研究，重点是教师的非正式学习，以确定教师的学习活动，非正式学习的前因，学习成果。此外，我们研究了是否开始和更有经验的教师在非正式学习方面有所不同。结果显示，两组学生的学习活动类型不同，不同的前因和不同的学习结果之间存在着有趣的关系。此外，可以得出结论，新教师和更有经验的教师之间的主要区别不在于他们所从事的学习活动的类型，而是他们对学习的态度，他们的学习成果，以及他们如何受到他们的环境的影响。
Although a lot is known about teacher development by means of formal learning activities, research on teachers’ everyday learning is limited. In the current systematic review, we analyzed 74 studies focusing on teachers’ informal learning to identify teachers’ learning activities, antecedents for informal learning, and learning outcomes. In addition, we examined whether beginning and more experienced teachers differ with regard to informal learning. Results revealed different types of learning activities in the two groups and interesting relationships among different antecedents and various learning outcomes. Moreover, it can be concluded that the main difference between beginning and more experienced teachers lies not in the type of learning activities they undertake but rather in their attitudes toward learning, their learning outcomes, and how they are influenced by their context.
塑造育儿实践的母亲非正式学习经历。
影响因子：
1.7
作者：
Coolman,FrancesL;Turnbull,KharaLP;LoCasale-Crouch,Jennifer;Moon,RachelY;Hauck,FernR;Kellams,Ann;Colson,Eve
通讯作者：
Colson,Eve