Experienced teachers’ informal learning from classroom teaching

By A. Hoekstra, D. Beijaard, Mieke Brekelmans, F. Korthagen. 2007

131 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f091a08e077ee9b3151febd395c3875f2c61d0dd

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In Developmental and Educational Psychology

In Education

In Social Psychology

Citations in the corpus

Networking and the development of professionals: beginning teachers building social capital (2015, background): “BTs’ strategies for learning informally are under-researched (Hoekstra et al, 2007).”
New teacher learning: substantive knowledge and contextual factors (2007, background): “These judgements may be intuitive or explicit, often have important consequences and are not only driven by rational thinking but to a large degree by human experiences and emotions (Hoekstra et al., 2007).”
How teacher education can make a difference (2010, background): “Interestingly, in the study by Hoekstra et al. (2007) on teachers’ informal learning, no examples were found in which teachers demonstrated this level.”
Teachers’ Everyday Professional Development (2016, background): “…reflects a growing awareness that what has been learned in formal professional development initiatives is, for various reasons, insufficiently transferred to the daily practice of teaching (e.g., Burns, 2008; Fraser, 2010; Hoekstra et al., 2007; JurasaiteHarbison, 2009; Poulson & Avramidis, 2003).”
Teacher Learning in a Context of Educational Change: Informal Learning Versus Systematically Supported Learning (2011, methodology): “Our first question about how Nicole learned during the year of the initial study, in which she did not receive any systematic support in her learning, was answered using the outcomes of the data analysis procedures used for our initial studies (see Hoekstra et al., 2007; Hoekstra et al., 2009).”
Experienced teachers' informal workplace learning and perceptions of workplace conditions (2009, background): “The resulting subsample of four teachers consisted of two male and two female teachers teaching four different subjects ( Hoekstra et al. , 2007”
Teacher learning in the context of educational innovation: Learning activities and learning outcomes of experienced teachers (2010, background): “…was predicted in Hypothesis 4, organized learning environments (reciprocal peer-coaching, collaborative project groups) did seem to elicit qualitatively better learning activities and outcomes than informal learning in the workplace (Hoekstra et al., 2007; Meirink et al., 2007; Zwart et al., 2007).”
Pedagogical well‐being: reflecting learning and well‐being in teachers’ work (2010, background): “More specifically, skillful and motivated teachers are likely to promote active and functional learning strategies, and consequently achieve the best learning outcome on pupils (Bolhuis & Voeten, 2004 ; Hoekstra, Beijaard, Brekelmans, & Korthagen, 2007 ; Hoy, Hoy, & Kurz, 2008 ).”