What are determinants of teachers' informal learning? A literature review

The topic of informal learning has been the subject of numerous debates by many known scholars like Eraut and Billett. Informal learning has been greatly studied in the workplace environment because it was found to be more efficient than formal learning (Eraut, 1994); but it was only recently that scholars started to write about informal learning in the context of teachers (Richardson & Placier, 2001). Teachers are faced with constant changes and they often turn to informal learning in order to find new ways to keep up with their evolving environment. Therefore, the purpose of this study is to conduct a literature review to conceptualize informal learning, as there is currently no consensus regarding its definition among the scholars. It also aims to examine what drives teachers to engage in informal learning activities. Databases were consulted in order to select articles, forty of which met the selection criterion. They were then organized according to five categories of determinants, based on previous research conducted in the field of Human Resource Development. The findings suggest that in order to define what informal learning is some characteristics must be taken into consideration such as: intentionality of learning, levels of awareness, type/place/setting of learning, and who initiates it. The results also show that organizational drivers, task drivers as well as personal drivers had the most influence on teachers’ informal learning. Formal learning and background characteristics on the other hand were found to have a limited effect due in part to a lack of literature. Informal learning is of practical relevance in the workplace; therefore principals and policy makers should focus their efforts in creating an optimal work environment that supports and facilitates the engagement of teachers in informal learning activities.Mémoire de master [120] en sciences psychologiques, Université catholique de Louvain, 201