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Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective
Journal of Workplace Learning Pub Date : 2020-07-06 , DOI: 10.1108/jwl-01-2020-0005
Xianhan Huang , Chun Lai

It is vital in today’s society that teachers are proactively involved in educational change. Given that proactive motivation is a critical driver of proactivity, this study aims to investigate how teachers’ formal and informal workplace-learning experiences were connected with their proactive motivations to implement educational change.,The authors used a qualitative case study approach to describe the relationships between teachers’ formal and informal learning activities and their different proactive motivations. The authors collected data from 17 teachers via individual interviews and open-ended questionnaire and performed analyses using a continuous inductive and deductive coding process.,The authors found that informal teacher learning can trigger three types of proactive motivation, whereas formal teacher learning is mainly connected with the can do and energised to motivations. The authors also found that formal and informal learning complement and compete with each other in shaping the can do motivation. Moreover, the authors found that informal learning played the dominant role in the reason to motivation, whereas informal and formal learning were separately connected to the energised to motivation.,These findings indicate that greater attention must be paid to teachers’ informal workplace-learning experiences. Specifically, teachers’ informal learning experiences should be actively integrated into their formal workplace training to enhance their proactive motivation to educational change. Moreover, teachers’ learning preferences and teaching experience should be considered in the design of teacher-training programmes.,Based on the proactive motivation model of Parker et al. (2010), the authors have uncovered the mechanisms of workplace learning that drive teacher proactivity. The authors have examined the relationship between teachers’ formal and informal workplace-learning and proactive teaching. The findings will assist policymakers and administrators to identify effective means of motivating teachers to engage in workplace learning.

中文翻译:

将正式和非正式的工作场所学习与教师的积极性联系起来:积极主动的激励观点

在当今社会中,教师积极参与教育变革至关重要。鉴于积极动机是积极主动性的关键驱动力,本研究旨在研究教师的正式和非正式工作场所学习经历与他们实现教育变革的积极动机之间的关系。作者采用定性案例研究方法来描述这种关系。在教师的正式和非正式学习活动与他们不同的积极动机之间 作者通过个人访谈和不限成员名额问卷从17名教师那里收集了数据,并使用连续的归纳和演绎编码过程进行了分析。作者发现,非正式的教师学习可以触发三种主动动机,而正规教师的学习则主要与罐头行为有关,并激发动机。作者还发现,正式和非正式的学习在塑造罐头动机方面相互补充和竞争。此外,作者发现非正式学习在动机的原因中起主导作用,而非正式和正式学习则分别与激励的动机有关。这些发现表明,必须更加重视教师的非正式工作场所学习经历。具体来说,应该将教师的非正式学习经验积极地纳入其正式的工作场所培训中,以增强其积极主动的教育变革动力。此外,在设计教师培训课程时,应考虑教师的学习偏好和教学经验。基于帕克等人的积极动机模型。(2010),作者发现了促进教师积极性的工作场所学习机制。作者研究了教师的正式和非正式工作场所学习与主动教学之间的关系。调查结果将帮助决策者和管理者找到有效的手段来激励教师参与工作场所的学习。
更新日期:2020-07-06
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