Unveiling the Pathways to Informal Learning: A Mixed-Method Investigation Into Motivation and Attitudes of Teachers

• In Event: Novel Approaches in Informal Learning Research

Abstract

This mixed-method study, involving 128 secondary school Chinese teachers in China, first examined teachers’ informal learning motivations via survey, followed by interviews exploring attitudes. Findings indicated cognitive interest, social service, and professional development are key motivations. Along with their positive attitudes, teachers also reported some limitations and difficulties with informal learning, such as fragmented resources, superficial interactions, the lack of post-training feedback, and a theory-centric instructional guidance that lacks detailed, operational steps. This study proposes a two-layer pathway for deep teacher engagement in informal learning. Both layers involve collaboration among individual teachers, experts, and personal learning networks. This close-knit interplay promotes efficiency and quality in teachers’ informal learning and enables its practical application in teaching.

Authors

• Zicong Song, The University of Hong Kong

• Fangzhou Jin, The University of Hong Kong

• Chin-Hsi Lin, University of Hong Kong

• Wai Ming Cheung, University of Hong Kong