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Teachers’ Informal Learning: Context and Challenges in Professional Practice (CROSBI ID 54342)

Prilog u knjizi | izvorni znanstveni rad

Čepić, Renata ; Tatalović Vorkapić, Sanja Teachers’ Informal Learning: Context and Challenges in Professional Practice // Obzorja učenja: vzgojno-izobraževalne perspektive / Grušovnik, Tomaž (ur.). Koper: Univerza na Primorskem ; Univerzitetna založba Annales, 2015. str. 283-298

Podaci o odgovornosti

Čepić, Renata ; Tatalović Vorkapić, Sanja

engleski

Teachers’ Informal Learning: Context and Challenges in Professional Practice

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

informal learning; teachers' personality, lifelong learning; pedagogy; professional practice

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Podaci o prilogu

283-298.

objavljeno

Podaci o knjizi

Obzorja učenja: vzgojno-izobraževalne perspektive

Grušovnik, Tomaž

Koper: Univerza na Primorskem ; Univerzitetna založba Annales

2015.

978-961-6964-14-2

Povezanost rada

Psihologija, Pedagogija