From the school year 2020/2021 the implementation of a competence-based curriculum has started in Latvia which determines new learning outcomes for students and at the same time defines new professional development needs for teachers. There are changes in the content that teachers need to learn and...
We focus on a special type of learning in organizations, namely on competency development, that is a purposeful development of employee capabilities to perform well in a large array of situations. As competency development is inherently a self-directed development activity, we seek to support these...
Educational needs and preferred methods of learning among Florida practitioners who order genetic testing for hereditary breast and ovarian cancer. With the expansion of genetic testing options due to tremendous advances in sequencing technologies, testing will increasingly be offered by a variety of h....
Non-traditional learning which occurs within an organization including; networking, mentorship, coaching and sponsorship.
acentral to legitimation and shaping incentives for the use of ICT as an integral and inseparable[translate] aare equally influential. Challenges in the development of e-government stem from core issues of[translate] aand informal institutions to support e-governmen t. An institutional perspective,...
H Hansson - 《E Learning》 被引量: 8发表: 2006年 Teacher development in ICT: Vision and implementation ICT; educational software and learning materials development; carrying out educational and researches projects; building W W W support environment for teachers... I Nikolova - Kluwer, B.V. 被...
Modern views of professional development characterise professional learning not as a short-term intervention, but as a long-term process extending from teacher education at university to in-service training at the workplace (Ball and Cohen, 1999, Feiman-Nemser, 2001, Putnam and Borko, 2000). ...
Background characteristics on the contrary were not found to influence informal learning. Overall, within these categories, the following drivers had the greatest influence on informal learning: commitment to learning and development, feedback as well as interactions with and support from colleagues and...
An informal management style is often more collaborative and engages more of its member in the team. An informal leader has their power from their own actions or their expertise, which may also encourage such leader to keep improving and learning in order to lead the team more effectively. Wha...
aSBOs are known to have a preference for informal learning and to solve problems by seeking help, information and support from others on a “as needed basis”. Learning is shown to occur through their networks of relationships (Anderson and Boocock, 2002; Devins and Gold, 2000;Kearns, 2002...