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Teachers’ Learning Activities in the Workplace: How Does Teacher Education Matter?

机译：工作场所中的教师学习活动：教师教育如何发挥作用？

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The ability of teachers to learn and develop at work is important for the quality of their performance and their well-being. However, research has been ambiguous about what factors can improve it. Two reasons for this ambiguity are discussed in this paper: The links between workplace learning and professional education have often not been included in research studies, and teaching may have special characteristics that make workplace learning difficult. The paper examines new empirical connections between teachers’ learning activities at work and the outcome of teacher education, using longitudinal Norwegian survey data. The results show that an active and independent study strategy increases the likelihood of consulting professionals outside work and finding information in books and journals. Furthermore, the introduction of individual characterristics substantially improves the work place impact models, and should be adopted in future research. Finally, it is discussed whether the methodological framework in existing research on teachers’ work place learning is consistent with the theoretical point of departure, or whether greater consistency should be sought.
机译：教师在工作中学习和发展的能力对于他们的表现质量和幸福感很重要。但是，关于哪些因素可以改善这一点的研究一直模棱两可。本文讨论了造成这种歧义的两个原因：工作研究和专业教育之间的联系通常没有包括在研究中，并且教学可能具有使工作场所学习困难的特殊特征。本文使用挪威纵向调查数据，考察了教师在工作中的学习活动与教师教育成果之间的新的经验联系。结果表明，主动和独立的学习策略增加了在工作之外咨询专业人士以及在书籍和期刊中查找信息的可能性。此外，个人特征的引入大大改善了工作场所影响模型，应在以后的研究中采用。最后，讨论了现有的教师工作场所学习研究的方法框架是否与理论出发点相一致，或者是否应寻求更大的一致性。

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