Connecting formal and informal workplace learning with teacher proactivity: a proactive motivation perspective

Given that proactive motivation is a critical driver of proactivity, this study aims to investigate how teachers’ formal and informal workplace-learning experiences were connected with their proactive motivations to implement educational change

Xianhan Huang; Chun Lai

2020

Scholarcy highlights

  • The authors used a qualitative case study approach to describe the relationships between teachers’ formal and informal learning activities and their different proactive motivations
  • Given that proactive motivation is a critical driver of proactivity, this study aims to investigate how teachers’ formal and informal workplace-learning experiences were connected with their proactive motivations to implement educational change
  • The authors found that informal teacher learning can trigger three types of proactive motivation, whereas formal teacher learning is mainly connected with the can do and energised to motivations
  • The authors found that informal learning played the dominant role in the reason to motivation, whereas informal and formal learning were separately connected to the energised to motivation
  • Based on the proactive motivation model of Parker et al., the authors have uncovered the mechanisms of workplace learning that drive teacher proactivity
  • The findings will assist policymakers and administrators to identify effective means of motivating teachers to engage in workplace learning

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