PhD students’ conversations that lead to learning about teaching: the interplay of formal and informal learning

ABSTRACT

Both formal and informal learning activities contribute to learning about teaching. Formal learning occurs during pedagogical courses and may change teachers’ approaches to teaching. Informal learning in the form of conversations can also foster learning about teaching. This qualitative study explored the significance of a formal pedagogical course on informal conversations that led to learning about teaching. Twenty-five Estonian doctoral students participated in the study. The results indicated that formal learning has significance on informal learning in shaping conversations that led to learning about teaching. Specifically, the themes understanding the significance of talking about teaching and sharing insights about teaching were central in PhD students’ conversations.

KEYWORDS:

• Conversations about teaching
• doctoral students
• formal learning
• informal learning

Acknowledgments

We would like to thank all doctoral students who participated in this study for sharing their experiences.

Data availability statement

Research data are not shared.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the project “Extending and reinforcing good practice in teacher development” co-funded by European Union ERASMUS+ program [number 2016-1-SK01-KA203-022551].

Notes on contributors

Triinu Soomere

Triinu Soomere is the Vice Rector for Education at the Estonian Aviation Academy and a PhD student at University of Tartu. Her research focuses on development of teaching skills of doctoral students and socialisation of doctoral students in the higher education context.

Mari Karm

Mari Karm (Ph.D. Educational Sciences) is working as an Associate Professor of Higher Education Pedagogy in Faculty of Social Sciences, Institute of Education at the University of Tartu, Estonia. Her research interests include teaching and learning in higher education and professional development of university teaching staff.