How Pre-Service and First-Year Teachers Utilize Informal Learning in a Work Context

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Author(s): Amy L. Sedivy-Benton (University of Arkansas – Little Rock, USA)and Katina M. Leland (University of Arkansas – Little Rock, USA)
Copyright: 2016
Pages: 16
Source title: Teacher Education: Concepts, Methodologies, Tools, and Applications
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-5225-0164-0.ch004

Keywords: Education / Information Science Reference / Teacher Education

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Abstract

Pre-service candidates enroll in teacher preparation programs to learn the knowledge, skills, and abilities that teachers must possess. Throughout their education program, they apply their classroom learning to clinical experiences, those experiences that pre-service candidates have with K-12 students. These clinical experiences provide a hands-on approach to what the day-to-day mechanics will be once they become a teacher of record. Succeeding graduation and receiving a teaching degree, pre-service candidates still have more to learn as they make the transition from pre-service candidate to a novice teacher. This chapter focuses on the informal learning that pre-service candidates and novice teachers receive when they conduct student teaching and become a teacher of record. Background knowledge of the trajectory of learning starting with teacher education programs and ending with the first years of teaching is provided along with issues, controversies, and problems that affect pre-service candidates and novice teachers' competencies to fulfill the duties of teaching.

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How Pre-Service and First-Year Teachers Utilize Informal Learning in a Work Context

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