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      Experienced teachers' informal workplace learning and perceptions of workplace conditions

      , , , ,
      Journal of Workplace Learning
      Emerald

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          Abstract

          Purpose

          The purpose of this paper is to explore in detail how teachers' perceptions of workplace conditions for learning are related to their informal workplace learning activities and learning outcomes.

          Design/methodology/approach

          From a sample of 32 teachers, a purposeful sampling technique of maximal variation was used to select two cases described in this paper. In a mixed methods design quantitative data are used to position the two teachers in relation to their peers. Qualitative data are used to describe the two cases in depth.

          Findings

          The findings show how the diverging ways in which the two teachers perceive and actively shape their workplace conditions help to explain differences in the teachers' learning activities and learning outcomes.

          Originality/value

          Scholars have argued that informal workplace learning is embedded in interdependent practices that arise from the interaction between social practices and individual agency. The case studies provide insight into how workplace conditions for learning are shaped in this interaction and how perceptions of these conditions enable or constrain teachers' informal workplace learning.

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          Most cited references40

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          Clinical significance: A statistical approach to defining meaningful change in psychotherapy research.

          In 1984, Jacobson, Follette, and Revenstorf defined clinically significant change as the extent to which therapy moves someone outside the range of the dysfunctional population or within the range of the functional population. In the present article, ways of operationalizing this definition are described, and examples are used to show how clients can be categorized on the basis of this definition. A reliable change index (RC) is also proposed to determine whether the magnitude of change for a given client is statistically reliable. The inclusion of the RC leads to a twofold criterion for clinically significant change.
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            • Record: found
            • Abstract: not found
            • Article: not found

            Informal learning in the workplace

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              • Record: found
              • Abstract: not found
              • Article: not found

              A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform

              Sue Lasky (2005)
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                Author and article information

                Journal
                Journal of Workplace Learning
                Emerald
                1366-5626
                May 14 2009
                May 14 2009
                : 21
                : 4
                : 276-298
                Article
                10.1108/13665620910954193
                71871073-9452-4b1f-96e3-352b777e031e
                © 2009

                https://www.emerald.com/insight/site-policies

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