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

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 undertaken 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.