Self-Initiated Learning Activities of Experienced Public School Teachers: Methods, sources, and relevant organizational influences

By Margaret C. Lohman, N. Woolf. 2001

148 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/248619908576b71719f74bc089cc79c68b1d4869

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In Developmental and Educational Psychology

In Education

Citations in the corpus

How do teachers learn in the workplace? An examination of teacher learning activities (2009, background): “In three recent studies, teachers were asked to report on those learning activities that they engaged in and which of these activities supported their professional development (Kwakman 1999 ; Lohman and Woolf 2001 ; Van Eekelen, Boshuizen and Vermunt 2005 ).”
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2010, background): “In recent years some attention has been paid to the learning activities of experienced teachers in the workplace (Kwakman, 2003; Lohman & Woolf, 2001; Van Eekelen, Boshuizen, & Vermunt, 2005).”
Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn (2017, background): “Moreover, studies point to the importance of regarding teachers as active agents in educational change efforts (Hoban, 2002) and teachers as undertaking self-initiated professional learning activities (Kwakman, 2003; Lohman & Woolf, 2001; Mushayikwa & Lubben, 2009).”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “…in-service teachers learn by experimenting with new and diverse teaching methods, equipment and environments for teaching, reflecting on their actions, and gathering ideas from others (de Vries, Jansen, & van de Grift, 2013; Hoekstra, Brekelmans, Beijaard, & Korthagen, 2009; Lohman & Woolf, 2001).”
Experienced teachers’ informal learning from classroom teaching (2007, background): “Teachers indicate that they learn through the activity of teaching itself (see Lohman & Woolf, 2001 ; Kwakman, 2003 ).”
How to Improve Teaching Practices (2011, background): “Kwakman (2003) and Lohman and Woolf (2001) found types of professional learning activities that were similar to those Smylie referred 504 Educational Administration Quarterly 47(3) to as teacher learning outcomes.”
Teachers’ Everyday Professional Development (2016, background): “…teaching practice: “listening to presentation of experts” (Meirink, Meijer, & Verloop, 2007), “attending professional conferences” (Henze et al., 2009; Lohman & Woolf, 2001), “learning through nonteaching jobs” (Shapiro, 2003), “experiencing computer simulations” (Henze et al., 2009), and “role…”
A closer look at teachers’ individual learning in collaborative settings (2007, methodology): “Learning activities fitting in with Category 4, learning from others without interaction, were divided into three types of activities: (1) observing; (2) listening; and (3) reading, and were in line with the examples given by Lohman and Woolf ( 2001 ) for what they label ‘environmental scanning’.”
Factors influencing teachers' engagement in informal learning activities (2006, background): “One empirical study that did delve into this area of investigation was a qualitative study of informal learning among public school teachers ( Lohman and Woolf, 2001”
Teachers' engagement in professional learning: Exploring motivational profiles (2014, background): “…activities that also distinguished between individual versus collaborative activities, formal and informal activities, and receptive and constructive activities (Bakkenes et al., 2010; Hoekstra, Korthagen, Brekelmans, Beijaard, & Imants, 2009; Lohman & Woolf, 2001; Vermunt & Endedijk, 2011).”
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, background): “…PD is important to teacher learning, teachers assert that they learn a lot during their everyday work—by doing or by trial and error (Kwakman, 2003; Lohman & Woolf, 2001)—which has led to increased attention on the impact of teachers’ informal workplace learning (e.g., Eraut, 2004;…”