In the literature, informal learning is considered to be of great importance to employees’ development of workplace learning. The aim of this study, which involves respondents from a Swedish police education unit, was to contribute knowledge about Swedish police education teachers’ informal learning as regards conditions for learning, learning activities and learning experiences resulting from their engagement in these activities. The results of the study are based on daily digital logbook notes made by 25 police and university teachers during one month and subsequent interviews with these teachers. The main conclusions can be summarised as follows: 1) The culture, structure and materials of the workplace are important parts of teachers’ conditions for informal learning. 2) The teachers’ informal learning activities are characterised by intentional learning, where supporting interactions with colleagues in their own teams and other, more knowledgeable, colleagues are highly valued. Furthermore, the most common triggers for teachers’ informal learning are issues relating to pedagogy and digital technology, and face-to-face contacts with colleagues are preferred. 3) The police teachers describe their learning experiences made in the course of informal learning activities as a transition from an instructor-based to a teaching-oriented approach, while the learning of the university teachers is focused on contextualisation of their teaching by integrating academic knowledge into the police practice. The article concludes with a brief discussion about the possibilities and limitations of informal learning.

在文献中，非正式学习被认为对员工的工作场所学习发展非常重要。这项研究的目的是让瑞典警察教育部门的受访者参与其中，目的是提供有关瑞典警察教育教师非正式学习的知识，这些知识涉及学习条件，学习活动和他们参与这些活动所产生的学习经验。研究结果基于25位警察和大学老师在一个月内每天进行的数字日志记录，以及随后与这些老师的访谈。主要结论可以归纳为：1）工作场所的文化，结构和材料是教师非正式学习条件的重要组成部分。2）老师的非正式学习活动的特点是有目的的学习，在这种学习中，与自己团队中的同事以及其他知识渊博的同事之间的互动支持受到高度重视。此外，教师非正式学习的最常见诱因是与教学法和数字技术有关的问题，因此最好与同事面对面接触。3）警察教师将他们在非正式学习活动中的学习经历描述为从以讲师为基础的教学向以教学为导向的过渡，而大学教师的学习则侧重于通过整合学术知识来实现​​教学的情境化进入警务实践。本文最后简要讨论了非正式学习的可能性和局限性。