The aim of this paper is to explore the relationship between practice and learning in the workplace, by focusing on the case of teachers professional practice. It is widely acknowledged that (teacher’s) professional learning is heavily informed by practice, and that an individual’s capacity to self-regulate their learning (or aspects of it) can improve the quality of learning. However less is known about the precise interplay between practice and (self-regulated-)learning. This paper will integrate existing literature in three areas: professional learning, self-regulated learning (SRL) and teacher professional development, drawing on recent work describing learning behaviors in informal workplace settings and on Teacher Education and Professional Development. The paper develops a hypothesis on how teachers’ work practice stimulates learning processes and, at the same time, is informed by their capacity to self-regulate their learning. Key research questions and designs are outlined, and the wider applicability of the ideas beyond teacher professional development is considered.
|Number of pages||7|
|Publication status||Published - 2 Jun 2015|
- teacher professional development
- professional learning
- self-regulated learning
- communities of practice
Milligan, C., Littlejohn, A., & Persico, D. (2015). The interplay between self-regulated professional learning and work-practice: the case of teachers. 2481-2486. https://doi.org/10.1016/j.sbspro.2015.04.590