Should Informal/Non-Formal Learning Be Considered in Teacher Education and Teaching? --Reflections Based on the Anholt Project

Autor/in	Petersen, Karen Bjerg
Titel	Should Informal/Non-Formal Learning Be Considered in Teacher Education and Teaching? --Reflections Based on the Anholt Project
Quelle	In: Journal of the International Society for Teacher Education, 19 (2015) 2, S.46-58 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-5968
Schlagwörter	Informal Education; Nonformal Education; At Risk Persons; Teacher Education; At Risk Students; Educational History; Foreign Countries; Experiential Learning; Volunteers; Internship Programs; Observation; Reflection; Interviews; Youth Programs; Disadvantaged Youth; Dropouts; Learning Motivation; Responsibility; Denmark; Germany; Austria; Italy; Portugal; Spain + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Non-formal education; Non formal education; Risikogruppe; Lehrerausbildung; Lehrerbildung; History of education; Bildungsgeschichte; Ausland; Experiental learning; Erfahrungsorientiertes Lernen; Freiwilliger; Berufspraktische Ausbildung; Beobachtung; Interviewing; Interviewtechnik; Jugendsofortprogramm; Benachteiligter Jugendlicher; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Motivation for studies; Lernmotivation; Verantwortungsübernahme; Zuständigkeit; Dänemark; Deutschland; Österreich; Italien; Spanien
Abstract	In the past decades, the importance of developing and validating informal and nonformal learning processes has been launched by several international organizations including UNESCO and the OECD, originally mostly focusing on adult learning experiences. Meanwhile, in recent years an increased focus has been evidenced on introducing informal and non-formal learning environments for learners at primary and secondary school levels as means of re-engaging in particular school-leavers, drop-outs, and disadvantaged learners in the formal educational system. Educational policy, empirical studies, projects, and various pedagogical interventions carried out in Europe, the United States, and other countries evidence this development. Based on empirical data and research from an European project "Anholt 2013" aimed at empowering disadvantaged and disengaged young European school-leavers, and motivating them to take responsibility for their own need for education, this article sets out to reflect whether informal and non-formal learning environments should be considered in teacher education and teaching. (As Provided).
Anmerkungen	International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail: isftecontact@gmail.com; Web site: http://isfte.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01