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Teacher learning within the school context: An ecological perspective
Citation
Le, V. C., & Nguyen, T. T. M. (2012). Teacher learning within the school context: An ecological perspective. Indonesian Journal of Applied Linguistics, 2(1), 52-67. http://ejournal.upi.edu/index.php/IJAL/article/view/73
Author
Le, Van Canh
•
Nguyen, Thi Thuy Minh
Abstract
Central to teacher professional development is teacher learning, which
is situated in a classroom, a school, or an informal social setting. Using an
ecological framework which incorporates a wide range of influences at multiple
levels, including intrapersonal, interpersonal/ cultural, institutional, and physical
environment, this research sets out to explore the influence of the school context
on teachers‟ engagement in informal learning activities. Data are collected through
semi-structured open-ended interviews with six EFL teachers working in different
upper secondary schools in Vietnam in an attempt to uncover what types of
informal learning activities these teachers engage in and how the school context
affects their engagement. Findings show multiple work-based factors that
influence teacher learning in the school. The study provides evidence to teacher
educators about the relationship between school context and teachers‟ degree of
engagement in informal learning.
Date Issued
2012