The Impact of Personality, Goal Orientation and Self-Efficacy on Participation of High School Teachers in Learning Activities in the Workplace

Informal learning of primary school teachers: Considering the role of teaching experience and school culture

“…These studies have shown that experienced teachers also undertake a variety of learning activities as described in the sections above. Flores (2005) and Richter et al (2011) however, found that experienced teachers read professional literature more often than their younger colleagues but experiment less (Flores, 2005;Van Daal, Donche, & De Maeyer, 2013). Nonetheless, there is some disagreement on this matter.…”

“…Nonetheless, there is some disagreement on this matter. According to Van Daal et al (2013), experienced teachers show more avoidance behaviour towards learning in the workplace. Whereas Richter et al (2011) concluded that more experienced teachers invest as much time in informal learning as their younger colleagues, both groups prefer different learning activities.…”

Understanding Work-Related Learning: The Role of Job Characteristics and the Use of Different Sources of Learning

“…Other students did fi nd this an important event as it triggers to think about alternative ways of dealing with these less comfortable teaching situations. A recent study among teachers at the workplace indicated that avoidance of learning was also negatively correlated with experimentation and informal interaction and can be also viewed as a negative learning activity (Van Daal et al 2013 ).…”

“…Previous research already pointed at important associations between differences in learning at the workplace and a closely related construct of perceived competence, namely students' selfeffi cacy (Thoonen et al 2011 ;Van Daal et al 2013 ).…”

A Bizarre Virtual Trainer Outperforms a Human Trainer in Foreign Language Word Learning

“…Thus, both aspects are intertwined in experiments with multimodal agent interaction, and training results cannot be neatly attributed to either the kind of training or the human-agent social interaction. In fact, this is more or less what happens in natural classroom interaction; the role of the teacher is one factor in the learning processes that decisively influences the results [16,17]. Independent of the different procedures used in encoding, instructors interact socially with their learners, and hence influence their learning behavior.…”