From Formal to Informal Teacher Learning: The Mediating Role of Basic Need Satisfaction

• In Event: Fairmont Roundtable Session Fourteen
  In Roundtable Session: Praxis Turns: From Knowledge to Equitable Teaching (Table 7)

Abstract

This study applies self-determination theory to explore how teachers’ basic need satisfaction mediates the impact of teachers’ formal learning on their informal learning activity. Data collected from 1,886 primary and secondary teachers in China were analysed using structural equation modelling and bootstrapping. The findings suggest that formal learning influences different types of teachers’ informal learning in various ways. Basic need satisfaction played a critical role in the process. The implications for educators designing teacher training programmes and policymakers supporting teacher professional development are discussed.

Authors

• Xianhan Huang, The Education University of Hong Kong
  Presenting Author

• Mingyao Sun, University of Hong Kong
  Non-Presenting Author

• Shiyu Zhang, University of Hong Kong
  Non-Presenting Author

• Masoumeh Kouhsari
  Non-Presenting Author