Teachers’ informal learning in the context of professional development: resources, barriers and motivation

Main Article Content

Ümit Kahraman
Kazım Çelik
Osman Tayyar Çelik

Abstract

This research aims to determine the teachers’ informal learning resources, their motivation and the barriers to the learning process. In this study, basic qualitative research design, which is among the qualitative methods, was used. The study group consists of 21 teachers who worked in public schools in Denizli and they participated in the research voluntarily. Teachers in the study group serve in different schools and at various grades. The research data was collected using semi-structured interview forms. As a result of the analysis of the research data, teachers’ informal learning resources were observed under two headings as interactive and personal ones. Teachers’ motivation towards learning were accumulated under two headings as intrinsic and extrinsic motivation sources. The barriers to the learning process were grouped under four headings in accordance with teachers’ opinions. Those are personal barriers, school-related barriers, job-related barriers and barriers caused by central policies. Since teachers have different kinds of learning methods, creating the sources that support these methods, linking the teachers’ professional developments with their career progressions and averting the dilemmas caused by work and family perceptions and transforming the schools into learning environments are the main suggestions made as a result of the research.

Article Details

How to Cite
Kahraman, Ümit, Kazım Çelik, and Osman Tayyar Çelik. 2021. “Teachers’ Informal Learning in the Context of Professional Development: Resources, Barriers and Motivation”. Psycho-Educational Research Reviews 10 (2):77-91. http://www.journals.lapub.co.uk/index.php/perr/article/view/1742.
Section
Articles