The Contribution of Mentoring and Action Research to Teachers’ Professional Development in the Context of Informal Learning

Evaggelos Anagnou, Iosif Fragoulis

Abstract


This paper focuses on the idea of using informal learning for designing a school-based teachers’ professional development (PD) programme. Initially, the issue is discussed in view of educational policy. Following, the theoretical roots and the forms of informal learning are presented. This conversation leads to a suggestion for designing, implementing and evaluating a teachers’ PD programme based on informal learning, with specific reference to mentoring and action research.


Full Text: PDF DOI: 10.5539/res.v6n1p133

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.

Review of European Studies   ISSN 1918-7173 (Print)   ISSN 1918-7181 (Online)

Copyright © Canadian Center of Science and Education 

To make sure that you can receive messages from us, please add the 'ccsenet.org' domain to your e-mail 'safe list'. If you do not receive e-mail in your 'inbox', check your 'bulk mail' or 'junk mail' folders.