Self-initiated learning activities of experienced public school teachers: Methods, sources, and relevant organizational influences

Margaret Cecilia Lohman, Nicholas H. Woolf

Research output: Contribution to journalArticle

60 Citations (Scopus)

Abstract

The self-initiated learning activities of experienced public school teachers are examined in this study. Twenty-two experienced teachers were interviewed to develop a greater understanding of the types of self-initiated learning activities in which they engage and the organizational characteristics that influence their participation in those activities. Analysis of the data showed that experienced teachers engaged in three types of self-initiated learning activities: knowledge exchanging, experimenting, and environmental scanning. Participation in these activities was influenced by the availability of resources, physical layout, and level of centralization in their schools. Implications of these findings for theory, practice, and future research in teacher learning and development are discussed.

Original languageEnglish (US)
Pages (from-to)59-74
Number of pages16
JournalTeachers and Teaching: Theory and Practice
Volume7
Issue number1
DOIs
StatePublished - Dec 1 2001

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teacher
school
learning
participation
theory-practice
centralization
layout
Public Schools
School Teachers
resources
Participation
Practice Theory
Teacher Learning
Layout
Teacher Development
Physical
Centralization
Resources

All Science Journal Classification (ASJC) codes

  • Education
  • Arts and Humanities (miscellaneous)

Cite this

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Self-initiated learning activities of experienced public school teachers : Methods, sources, and relevant organizational influences. / Lohman, Margaret Cecilia; Woolf, Nicholas H.

In: Teachers and Teaching: Theory and Practice, Vol. 7, No. 1, 01.12.2001, p. 59-74.

Research output: Contribution to journalArticle

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