Teachers’ informal learning and organizational learning in Spain

Mar Duran-Bellonch,Joaquín Gairín Sallán,Anna Diaz-Vicario,Aleix Barrera-Corominas

doi:10.1108/jwl-02-2021-0017

Mar Duran-Bellonch, Joaquín Gairín Sallán + Show 2 more

Open Access

https://doi.org/10.1108/jwl-02-2021-0017

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Abstract

PurposeThe purpose of this study is to focus on the informal learning (IL) processes of teachers in primary and secondary schools in Spain. Its objective is to study the strategies currently used by teachers to generate IL, identifying the factors that condition such learning and the changes that must be introduced to enhance it.Design/methodology/approachThe methodology is qualitative, with information from interviews with school principals (n = 21) and teachers (n = 60) from 22 primary and secondary schools in Spain and from 3 discussion groups with experts (n = 17). The topics used refer to strategies to generate and promote IL and its conditioning factors.FindingsThe findings suggest that, regardless of the stage (primary/secondary) and ownership of the centre (state/private), the teaching staff use IL strategies that, beyond individual actions, involve meeting, sharing and reflecting with other teachers. The challenge is that IL facilitates both professional development and the development and improvement of the organizations. School principals play a central role in achieving this relationship and promoting the institutionalization of changes and educational administration in facilitating the right conditions for their development and recognition.Research limitations/implicationsGiven that the participation of schools in the research was voluntary, as was that of the teachers who agreed to be interviewed, some bias may exist. To refine the analyses it would also have been interesting to contrast with the people interviewed some of the assessments which appeared in the focus groups. Finally, future work might focus on analysing in greater detail the effect of different management styles on IL.Practical implicationsThe results presented point to the need for decisive support from school leadership teams for collaborative work processes and joint reflection, which are one of the basic conditions for facilitating IL and, at the same time, for encouraging organizational learning. Furthermore, in the Spanish context, there is the challenge of combining the participation of teachers in formal training actions with the recognition of IL generated in the development of daily professional activity.Originality/valueThe data provided complements and reaffirms the findings of research carried out in other types of organizations, at the same time highlighting the importance of horizontal relationships among education professionals and the difficulty of creating a solid foundation for organizational changes. Improvements are, on the other hand, highly conditioned by the role adopted by school principals.

Highlights

In a context of constant change and reforms, lifelong teacher training is considered a priority and one of the main challenges faced by education systems to improve teaching skills and achieve better learning outcomes for students (Sonmark et al, 2017; Trust et al, 2016).Traditionally, face-to-face and formal training have received a good deal of attention and appreciation from teachers and educational authorities (Kyndt et al, 2016; Macià and García, 2016)
Following Levin’s intervention model, where he consider that population can grow at individual, group or organization level, we focus on the organization as a structure within which to implement actions that promote and support the generation of informal learning (IL) among teachers (Ellinger, 2005; Schürmann and Beausaert, 2016), if we consider learning as a key element for ensuring the quality and sustainability of organizations (Ellinger, 2005)
In relation to RQ1, the results focus on the set of strategies and practices used by the sample of Spanish teachers to learn and generate IL

Summary

Introduction

In a context of constant change and reforms, lifelong teacher training is considered a priority and one of the main challenges faced by education systems to improve teaching skills and achieve better learning outcomes for students (Sonmark et al, 2017; Trust et al, 2016).Traditionally, face-to-face and formal training (courses, workshops, conferences, etc.) have received a good deal of attention and appreciation from teachers and educational authorities (Kyndt et al, 2016; Macià and García, 2016). More and more voices advocate promoting and recognizing activities which, individually or through interchange and reflection with others, favour learning in the workplace (Ministry of Education, Sports, and Culture, 2015; European Commission, 2013). Literature attempting to link informal learning (IL) and workplace learning of teacher with their professional development is practically non-existent (Hodkinson and Hodkinson, 2005). Following Levin’s intervention model, where he consider that population can grow at individual, group or organization level, we focus on the organization as a structure within which to implement actions that promote and support the generation of IL among teachers (Ellinger, 2005; Schürmann and Beausaert, 2016), if we consider learning as a key element for ensuring the quality and sustainability of organizations (Ellinger, 2005). What strategies do teachers use to learn and generate IL?

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