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Teacher Informal Learning and Teacher Knowledge: Theory, Practice and Policy

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International Handbook of Educational Policy

Part of the book series: Springer International Handbooks of Education ((SIHE,volume 13))

Abstract

This chapter draws heavily on an empirical study which examined the ways in which elementary and secondary school teachers across Canada see and engage themselves, and each other, as informal learners. While “informal learning” has been explored for some time now in a number of social contexts, unfortunately there has been very little research under-taken in relation to teachers themselves, and therefore little literature in this area to draw on for comparative analysis. Other relevant studies are examined, particularly in relation to informal learning more generally and to comparisons between formal and informal learning undertaken by teachers and those in other occupational groups. While there are strong similarities between teachers working in Canadian public schools and their counterparts in classrooms in other “western” nations — at least in regard to formal and informal learning — hopefully the rather detailed descriptions provided in this study will allow readers to judge for themselves on this matter

The author wishes to acknowledge the contribution of Rosemary Clark, Doug Hart, David Livingstone and Zahra Noormohammed to the two studies that are the basis of this chapter

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Authors and Affiliations

  1. York University, UK

    Harry Smaller

Authors
  1. Harry Smaller
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Editor information

Editors and Affiliations

  1. Ontario Institute for Studies in Education of the University of Toronto, ON, Canada

    Nina Bascia , Alister Cumming , Kenneth Leithwood  & David Livingstone , ,  & 

  2. University of Southern California, Los Angeles, CA, USA

    Amanda Datnow

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Smaller, H. (2005). Teacher Informal Learning and Teacher Knowledge: Theory, Practice and Policy. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International Handbook of Educational Policy. Springer International Handbooks of Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3201-3_27

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