Experienced teachers' informal learning from classroom teaching

A. Hoekstra, D. Beijaard, J.M.G. Brekelmans, F.A.J. Korthagen

    Research output: Contribution to journalArticleAcademicpeer-review

    83 Citations (Scopus)
    2 Downloads (Pure)


    The purpose of this paper is to explore how experienced teachers learn informally, and more specifically, how they learn through the activities they undertake when teaching classes. Regarding these activities we studied four aspects: behaviour, cognition, motivation and emotion. During one year, data were collected through observations of and interviews with four experienced teachers. For the analysis we used Eraut's distinction into three types of learning which differ in the degree of consciousness that is involved. We found several activities that represented each of these types of learning. The findings demonstrate how cognitive, affective, motivational and behavioural aspects are interrelated in classroom teaching and that learning from classroom teaching occurs at several levels of awareness. Hence, we argue that a theory of teacher learning should account for activities involved in the alignment of behaviour to plan and for the role of motivation and emotion. The findings suggest that fruitful development of the quality of teaching requires more attention for the relation between teachers' cognition, emotion, motivation and behaviour, and for promoting teachers' awareness of their implicit beliefs and behavioural tendencies.
    Original languageEnglish
    Pages (from-to)191-208
    JournalTeachers and Teaching
    Issue number2
    Publication statusPublished - 2007


    Dive into the research topics of 'Experienced teachers' informal learning from classroom teaching'. Together they form a unique fingerprint.

    Cite this