نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار، گروه زبان انگلیسی، واحد مرودشت، دانشگاه آزاد اسلامی
2 دانشجوی سابق کارشناسی ارشد اموزش ربان انگلیسی دانشگاه آزاد اسلامی واحد مرودشت
چکیده
عنوان مقاله [English]
نویسندگان [English]
Introduction: This study was an attempt to examine the individual and environmental factors impacting teachers’ engagement in informal workplace learning activities.
Method: This study was quantitative using the survey method. Participants included 200 female teachers from lower and upper secondary schools in Fars Province who were chosen through convenience sampling. To gather data, Lohman’s (2000) questionnaire was employed.
Findings: The findings of this study showed that both lower and upper secondary teachers made use of eight informal learning activities at the workplace namely talking with others, collaboration with others, observing others, sharing materials and resources, searching the internet, searching professional magazines, trial and error and reflecting on action. There was a significant difference between these two groups of teachers concerning talking with others and lower secondary teachers reported that they made use of the activity of “talking with their colleagues” to a greater extent than their peers to informally learn at the workplace. There was no significant difference between the two groups concerning other activities. Besides, teachers reported that two factors of lack of time and lack of proximity prevented them from engagement in informal workplace learning. Finally, teachers’ rating demonstrated that four individual factors of initiatives, self-efficacy, love of learning and interest in their career boosts their motivation to informally learn at the workplace.
Conclusion: This paper captures the individual and environmental factors contributing to teachers’ informal workplace learning and underscores the necessity of paying attention to their complementary roles.
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