Teachers’ informal workplace learning profiles: Outcomes and antecedents
Material type:
TextSeries: An International Journal Of Research And Studies ; Vol. 137Publication details: Elsevier, 2024Description: p. 1-15Subject(s): Online resources:
| Cover image | Item type | Current library | Home library | Collection | Shelving location | Call number | Materials specified | Vol info | URL | Copy number | Status | Notes | Date due | Barcode | Item holds | Item hold queue priority | Course reserves | |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Article | Library and Documentation Division NCERT | Not for loan |
Informal workplace learning (IWL) significantly shapes teachers’ beliefs and performance. However, empirical investigations of teachers’ IWL, especially derived from a person-centered approach, remain scarce. We conducted two studies to extend teachers’ IWL research by examining whether discernable profiles can be identified and whether these profiles differ in relation to teachers’ in-role and extra-role outcomes and antecedents. Latent profile analysis of 7,792 primary school teachers from China yielded four IWL profiles: Low IWL, Moderate IWL, High IWL, and Colleague-interaction-oriented IWL. The varying relationships of each profile with outcomes and antecedents were also comprehensively examined, generating valuable implications for teacher learning improvement.
There are no comments on this title.
