Factors influencing teachers' engagement in informal learning activities

By Margaret C. Lohman. 2006

276 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/0138a78aad30231ee19a6ac6e675c16e86de1988

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In Education

In Human Factors and Ergonomics

Citations in the corpus

Clarifying the Concept of Communities of Practice in Sport (2008, background): “In an attempt to describe learning outside of the usual official curriculum, such concepts as workplace learning, nonformal learning, informal learning, and incidental learning have been used in the fields of teacher education [3, 4], workplace pedagogy [5, 6] and sport [710].”
Teachers'motivation to participate in training and to implement innovations (2014, background): “Recent studies show that teachers’ motivation and cognition (e.g., self-efficacy, attitudes, appraisals, beliefs, goals) are vital for the impetus of their workplace learning (Geijsel, Sleegers, Stoel, & Krüger, 2009; Kwakman, 2003; Lohman, 2006; Runhaar, 2008; Vermunt & Endedijk, 2011).”
How teachers’ self-efficacy is related to instructional quality: A longitudinal analysis. (2013, background): “Teachers with high efficacy beliefs are thought to work harder, to be more involved in informal learning activities, and to be more persistent and less stressed (Bandura, 1997; Lohman, 2006).”
Teachers’ motivation to learn: implications for supporting professional growth (2018, background): “…psychology theories, encompassing individual traits, driven by and originating from one’s beliefs, knowledge, rationales and emotions (for example, Lohman 2006, Vermunt and Endedijk 2011), as well as self-efficacy, intrinsic and extrinsic rewards and career needs (for example, Kwakman 2003,…”
Teachers' engagement in professional learning: Exploring motivational profiles (2014, background): “A lack of physical proximity to colleagues work areas has been found to inhibit teachers' motivation for informal learning (Lohman, 2006).”
Schools as professional learning communities: what can schools do to support professional development of their teachers? (2019, background): “…scheduled for professional learning (Lohman 2006, Bubb and Earley 2009), proximity to colleagues’ workspaces and collegial availability and support (Lohman 2006, Bubb and Earley 2009, Cordingley 2015), quality of support, guidance and supervision of learning processes (Louis et al. 1996),…”
Profiling Teachers' Continuing Professional Development and the Relation with Their Beliefs about Learning and Teaching. (2013, background): “In contexts inwhich CPD is a professional duty, but not amandatory one, what factors might explain why some teachers participate more in CPD than others? Several researchers suggest some influences, both personal and contextual, that might affect teacher learning (e.g., Geijsel, Sleegers, Stoel, & K”
Teachers’ Everyday Professional Development (2016, background): “Most studies provide examples of learning activities (e.g., sharing resources, reading professional literature, experimenting with new techniques) to solidify this definition (e.g., Lohman, 2006; Pedder, 2007).”
Factors that influence informal learning in the workplace (2008, methodology): “This section of the questionnaire was developed based on the instrument used by Lohman (2006).”
Integrative Literature Review on Informal Learning: Antecedents, Conceptualizations, and Future Directions (2018, background): “Three career-motivating factors contributing to informal learning were interest in the profession (Lohman, 2005, 2006), professional development commitment (Lohman, 2006), and value toward career progress (Cormier-MacBurnie, Doyle, Mombourquette, & Young, 2015; Van Rijn, Yang, & Sanders, 2013).”