Professional Development Across the Teaching Career: Teachers’ Uptake of Formal and Informal Learning Opportunities

By Dirk Richter, M. Kunter, U. Klusmann, O. Lüdtke, J. Baumert. 2011

459 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/90777f22b63e64924f954ede44f8ef1baef7ddd8

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Citations in the corpus

Teachers’ Everyday Professional Development (2016, background): “Some of the studies (n = 8) focused on teachers of specific subjects, namely, science, mathematics, and physical education (e.g., Melville & Wallace, 2007; Pissanos & Allison, 1996; Richter et al., 2011; Winchester, Culver, & Camiré, 2013).”
Teacher peer support in social network sites (2016, background): “Learning through open groups in SNSs constitutes a form of informal support, where there is no specified curriculum or structure (Grant & Zeichner, 1981; Richter et al., 2011).”
Teachers’ professional development: a theoretical review (2012, background): “A German study of 1939 German secondary teachers in 198 schools (Richter et al. 2011) shows that teachers use the 412 M.”
Antecedents and Outcomes of Informal Learning Behaviors: a Meta-Analysis (2018, background): “More recently, Richter et al. (2011) found a significant positive correlation between employees’ informal learning activities and their work engagement.”
Teacher collaboration and professional development in the workplace: a study of Portuguese teachers (2014, background): “In short, collaboration leads to authentic CPD (Hargreaves 1998; Day 2001) and is seen as an indicator of informal learning within the professional community in schools and classrooms (Richter et al. 2011).”
#TwitterforTeachers: The Implications of Twitter as a Self-Directed Professional Development Tool for K–12 Teachers (2014, background): “…organic collaborations in which educators share knowledge, strategies, and experiences, work together on projects, improve their competencies, and transform their classroom practice (Cordingley, Bell, Evans, & Firth, 2005; Kabilan, Adlina, & Embi, 2011; Putnam & Borko, 2000; Richter et al., 2011).”
Coherence and the development of professional knowledge and skills (2014, background): “further investigation of how the knowledge and skills acquired during professional education impact the development of professional learning (Richter et al. 2010).”