engleski

Teacher' informal learning and personality: Context and challenges in professional practice.

The discourse informal learning emanates from the lifelong learning agenda which has emerged as a concern globally within education policy and is a focus for research in a number of educational contexts. However, an examination of the literature reveals a lack of clarity and consensus as to its meaning. This article provides a critical analysis of a range of dimensions underpinning the concept of informal learning including, definitions and interpretation in educational settings, and resultant pedagogical implications. We identify some of the contemporary themes which appear to underpin the rationale for the informal learning discourse and we trace the development of some of these through the analysis of personality effect in the educational setting. So, this theoretical framework is presented to support teachers’ informal learning understanding the importance and the relevance of teachers' and children personality, what was relatively ignored within educational sciences.

informal learning ; teachers' personality, lifelong learning ; pedagogy

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