PhD Students' Conversations That Lead to Learning about Teaching: The Interplay of Formal and Informal Learning

Autor/inn/en	Soomere, Triinu; Karm, Mari
Titel	PhD Students' Conversations That Lead to Learning about Teaching: The Interplay of Formal and Informal Learning
Quelle	In: International Journal for Academic Development, 26 (2021) 3, S.252-265 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2021.1951738
Schlagwörter	Doctoral Students; Informal Education; Peer Relationship; Student Attitudes; Teaching Methods; Foreign Countries; Educational Theories; Estonia + Suchen Sie Ihr Suchwort? Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Informelle Bildung; Nichtformale Bildung; Peer-Beziehungen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Educational theory; Theory of education; Bildungstheorie; Estland
Abstract	Both formal and informal learning activities contribute to learning about teaching. Formal learning occurs during pedagogical courses and may change teachers' approaches to teaching. Informal learning in the form of conversations can also foster learning about teaching. This qualitative study explored the significance of a formal pedagogical course on informal conversations that led to learning about teaching. Twenty-five Estonian doctoral students participated in the study. The results indicated that formal learning has significance on informal learning in shaping conversations that led to learning about teaching. Specifically, the themes understanding the significance of talking about teaching and sharing insights about teaching were central in PhD students' conversations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01