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

  •  Evaggelos Anagnou    
  •  Iosif Fragoulis    


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.

This work is licensed under a Creative Commons Attribution 4.0 License.
  • ISSN(Print): 1918-7173
  • ISSN(Online): 1918-7181
  • Started: 2009
  • Frequency: quarterly

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