Preschool Teachers’ Informal Learning Behaviors

Year 2020, Issue: 18, 17 - 27, 24.07.2020

Murat Bartan

https://doi.org/10.30786/jef.569455

Cited By: 1

Abstract

Informal learning is the primary feature that transforms educational activities into lifelong learning. Informal learning refers to people’s discovering new things and improving their experience in everyday life. That is, it refers to learning outside the classroom. Teachers' informal learning styles are thought of as ways in which they overcome their deficiencies while continuing their profession. This study aims to reveal preschool teachers’ informal learning behaviors in their workplaces. Thus, it is a descriptive survey study. The study group was selected through simple random sampling. The participants include 117 preschool teachers working in Kütahya province of Turkey in the 2018-2019 academic year. The study showed that the most frequently employed informal learning activity by preschool teachers is “search the internet” while the least employed one is “consult to an online community that you are a member of”. Focusing on informal learning activities of information technologies teachers in their workplaces. An overall evaluation of environmental inhibitors to informal learning of preschool teachers shows that “lack of free time” affects the teachers most while “lack of monetary rewards” affects them least. An overall evaluation of personal characteristics that enhance informal learning for preschool teachers shows that “love of learning” affects teachers’ involvement in informal learning activities most while “initiative” has the least effect on informal learning activities.

Keywords

Informal learning, preschool, teacher, child

References

• Alakurt, T. (2015). Workplace Informal Learning Behaviors of Information Technology Teachers. Elementary Education Online, 14(3), 934-945, 2015.
• Bedmar, V. L., & Palma, V. C. D. (2012). Lifelong Learning for the Teachers in the CEPs [Teachers’ Centers] of Andalusia, and their Reform. Procedia-Social and Behavioral Sciences, 46, 3107-3111.
• Berg, S. A., & Chyung, S. (2008). Factors that influence informal learning in the workplace. Journal of Workplace Learning, 20(4), 229–244.
• Braund, M. & Reiss, M. (2006). Towards a more authentic science curriculum: The contribution of out-of-school learning. International Journal of Science Education, 28(12), 1373-1378.
• Bozdoğan, A. E. (2007). Students ınterests towards science fields about exhibitions in science centers: Feza Gursey Science Center in Turkey. Natural Science Education. 2 (19), 5-17.
• Commission of European Communities, (2000). A Memorandum on Lifelong Learning. [Online]http://tvu.acs.si/dokumenti/LLLmemorandum_Oct2000.pdf 2014
• Dağ, B. (2016). Exploring science teachers' informal learning (a case study Ankara – Keçi̇ören secondary schools. (Unpublished master thesis). Ankara University Institue of Educational Sciences, Ankara.
• Efe, D. (2014). Situation of adults who have been working on e-learning field on the usage of mobile device applications with the aim of professional learning. (Unpublished master thesis). Gazi University Institue of Educational Sciences, Ankara.
• Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education, 26, 247-273. doi:https://doi.org/10.1080/158037042000225245
• Garrick, J. (2001). Informal learning in the workplace: Unmasking human resource development. London: Routledge.
• Gerber, B. L., & Marek, E. A. (2001). Development of an ınformal learning opportunities assay. International Journal of Science Education, 23 (6), 569-583.
• Göğebakan Yıldız, D. (2017). Lifelong learning. S. Z. Genç (Ed.), Changing values and the new education paradigm (pp.198-224). Pegem Academy, Ankara.
• Güleç, İ., Çelik, S., & Demirhan B. (2012). What Is Lifelong Learning? An Evaluation on Definition and Scope. Sakarya University Journal of Education, 2/3.34-48.
• Güvercin, G. (2014). Informal Workplace Practices and Learning Experiences of Permanent and Hourly-Paid Teachers: A Comparative Study, (Unpublished doctor thesis). Boğaziçi University, Faculty of Education, Department of Educational Sciences. İstanbul.
• Hanemann, U. (2015). Lifelong Literacy: Some Trends and Issues in Conceptualising and Operationalising Literacy from A Lifelong Learning Perspective. International Review of Education, 61, 295-326. doi: https://doi.org/10.1007/s11159-015-9490-0
• Hofstein, A. & Rosenfeld, S. (1996). Bridging the gap between formal and informal science learning. Studies in Science Education, 28, 87–112.
• Kara, E. (2010). Informal scientific leadership in science and technology education. (Unpublished master thesis). Erzincan University, Institute of Natural Sciences, Erzincan.
• Karademir, E. (2013). Determination of objectives realization at outdoor science education activities of teachers and pre-service teachers by the theory of planned behavior within the scope of science and technology lesson. (Unpublished doctor thesis). Hacettepe University, Faculty of Education, Social Sciences Institute.
• Karasar, N. (2012). Scientific Research Method. Ankara: Nobel.
• Kaya, H.E (2016). Lifelong adult education. Ankara: Nobel.
• Kıvrak, E. (2007). Evaluation of the relationship between lifelong learning policies and employment in the European Union and Turkey. (Unpublished master thesis). Ankara University Institue of Educational Sciences, Ankara.
• Kwakman, K. (2003). Factors Affecting Teachers’ Participation İn Professional Learning Activities. Teaching And Teacher Education, 19(2), 149-170.
• Livingstone, D. (2002). Mapping the iceberg. NALL Working Paper 54. [Online]http://nall.oise.utoronto.ca/res/54DavidLivingstone.pdf 2013
• Lohman, M.C. (2006). Factors influencing teachers’ engagement in informal learning activities, Journal of Workplace Learning, 18 (3),141-56.
• Melber, L.M. & Brown K.D. (2008). "Not like a regular science class": Informal science education for students with disabilities. A Journal of Educational Strategies 82(1), 35-39.
• Odabaş, H., & Polat, C. (2008). Key to Lifelong Learning in the Information Society: Information Literacy. Globalization, Democratization and International Symposium of Turkey Akdeniz University, Antalya.
• Richter, D., Kunter, M., Klusmann, U., Lüdtke, O., & Baumert, J. (2011). Professional Development Across The Teaching Career: Teachers’ Uptake Of Formal And İnformal Learning Opportunities. Teaching And Teacher Education, 27(1), 116- 126.
• Schugurensky, D. (2000).The forms of informal learning: Towards a conceptualization of thefield.[Online]:https://tspace.library.utoronto.ca/bitstream/1807/2733/2/19formsofinformal.pdf
• Stocklmayer, S.M., Rennie, L.J., & Gilbert, J.K. (2010). The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1), 1-44.
• Tatar, N., & Bağrıyanık, K. E. (2012). Opinions of Science and Technology Teachers about Outdoor Education. Elementary Education Online, 11(4), 883-896.
• Türkmen, H. (2010). Informal science education, historical perspective and integration into our education. Çukurova University Faculty of Education Journal, 3 (39), 46-59.
• Watkins, K.E., & Marsick, V.J. (1992). Towards a theory of informal and incidental learningin organizations. International Journal of Lifelong Education, 11(4), 287–300.
• Wulf, R., Mayhew, L. & Finkelstein, D.(2010). Impact of informal science education on children's attitudes about science. Physics Education Research Conference 1289, 337-340.
• Yang, J., & Valdes-Cotera, R. (2011). Conceptual Evolution and Policy Developments in Lifelong Learning. UNESCO Institute for Lifelong Learning. Feldbrunnenstrasse 58, 20148 Hamburg, Germany.
• Yaşar, Ö. (2013). Exploring the use of smartphones for informal learning. (Unpublished master thesis). Bahçeşehir University, Science Sciences Institute.