Learning in and from Practice

This study explores teachers workplace learning in
informal contexts. This work generates hypotheses
about relationships between the nature of informal
learning, its content and contexts. A socio-cultural
perspective that underlies this research is based on
the idea of learning as a cultural practice in which
the learners agency is a critical factor. Three
contrasting school cultures (Lithuanian, Russian in
Lithuania and suburban American) in two countries
Lithuania and the United States are compared as to
the ways their educational systems perceive and
provide opportunities for workplace informal teacher
learning. The analysis highlights how teachers use
these opportunities for their professional growth.
The study informs educational researchers, teacher
educators, administrators and teachers about
possible ways of assisting teachers to become
critical and reflective professionals who
continuously improve their practice. The findings
call for re-evaluating of professional development
systems to include learning in informal settings,
which is an important path for professional growth.

Autorentext

Elena JuraSaite-Harbison, Ph.D.: Studied Teacher Competencies at Vilnius Pedagogical University and siauliai University, and Teacher Learning at the University of Michigan. Teacher, School Principal, International Child Development Project Country Director. Currently, Assistant Professor of Education at Hofstra University, New York.

Klappentext

This study explores teachers' workplace learning in informal contexts. This work generates hypotheses about relationships between the nature of informal learning, its content and contexts. A socio-cultural perspective that underlies this research is based on the idea of learning as a cultural practice in which the learners' agency is a critical factor. Three contrasting school cultures (Lithuanian, Russian in Lithuania and suburban American) in two countries-Lithuania and the United States-are compared as to the ways their educational systems perceive and provide opportunities for workplace informal teacher learning. The analysis highlights how teachers use these opportunities for their professional growth. The study informs educational researchers, teacher educators, administrators and teachers about possible ways of assisting teachers to become critical and reflective professionals who continuously improve their practice. The findings call for re-evaluating of professional development systems to include learning in informal settings, which is an important path for professional growth.