Purpose

The purpose of this study is to focus on the informal learning (IL) processes of teachers in primary and secondary schools in Spain. Its objective is to study the strategies currently used by teachers to generate IL, identifying the factors that condition such learning and the changes that must be introduced to enhance it.

Design/methodology/approach

The methodology is qualitative, with information from interviews with school principals (n = 21) and teachers (n = 60) from 22 primary and secondary schools in Spain and from 3 discussion groups with experts (n = 17). The topics used refer to strategies to generate and promote IL and its conditioning factors.

Findings

The findings suggest that, regardless of the stage (primary/secondary) and ownership of the centre (state/private), the teaching staff use IL strategies that, beyond individual actions, involve meeting, sharing and reflecting with other teachers. The challenge is that IL facilitates both professional development and the development and improvement of the organizations. School principals play a central role in achieving this relationship and promoting the institutionalization of changes and educational administration in facilitating the right conditions for their development and recognition.

Research limitations/implications

Given that the participation of schools in the research was voluntary, as was that of the teachers who agreed to be interviewed, some bias may exist. To refine the analyses it would also have been interesting to contrast with the people interviewed some of the assessments which appeared in the focus groups. Finally, future work might focus on analysing in greater detail the effect of different management styles on IL.

Practical implications

The results presented point to the need for decisive support from school leadership teams for collaborative work processes and joint reflection, which are one of the basic conditions for facilitating IL and, at the same time, for encouraging organizational learning. Furthermore, in the Spanish context, there is the challenge of combining the participation of teachers in formal training actions with the recognition of IL generated in the development of daily professional activity.

Originality/value

The data provided complements and reaffirms the findings of research carried out in other types of organizations, at the same time highlighting the importance of horizontal relationships among education professionals and the difficulty of creating a solid foundation for organizational changes. Improvements are, on the other hand, highly conditioned by the role adopted by school principals.

中文翻译：

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西班牙教师的非正式学习和组织学习

目的

本研究的目的是关注西班牙中小学教师的非正式学习 (IL) 过程。其目标是研究教师当前使用的生成 IL 的策略，确定影响这种学习的因素以及必须引入以增强它的变化。

设计/方法/方法

该方法是定性的，其信息来自对西班牙 22 所中小学的校长 ( n = 21) 和教师 ( n = 60) 以及 3 个专家讨论组 ( n = 17) 的访谈。使用的主题是指产生和促进 IL 及其调节因素的策略。

发现

研究结果表明，无论处于哪个阶段（小学/中学）和中心的所有权（国家/私立），教学人员都使用 IL 策略，除了个人行为之外，还涉及与其他教师会面、分享和反思。挑战在于，IL 促进专业发展以及组织的发展和改进。校长在实现这种关系和促进变革和教育管理的制度化方面发挥着核心作用，为他们的发展和认可创造合适的条件。

研究限制/影响

鉴于学校参与研究是自愿的，同意接受采访的教师也是自愿的，因此可能存在一些偏见。为了完善分析，将焦点小组中出现的一些评估与受访者进行对比也会很有趣。最后，未来的工作可能侧重于更详细地分析不同管理风格对 IL 的影响。

实际影响

结果表明，学校领导团队需要对协作工作过程和联合反思提供果断支持，这是促进 IL 的基本条件之一，同时也鼓励组织学习。此外，在西班牙的背景下，将教师参与正式培训活动与对日常专业活动发展中产生的 IL 的认可相结合是一项挑战。

原创性/价值

所提供的数据补充并重申了在其他类型组织中进行的研究结果，同时强调了教育专业人员之间横向关系的重要性以及为组织变革创造坚实基础的难度。另一方面，改进在很大程度上取决于学校校长所扮演的角色。