“They’re coming to us and we don’t have any training” - Professional learning approaches for secondary Australian school year advisors: a call for support

Figures & data

Figure 1. Parameters and continuum of formal and informal training.

Adapted from the research of Eraut (2000), Marsick and Watkins (2001), Manuti et al. (2015) and Watkins and Marsick (1992).

Table 1. Demographic characteristics of participants.

Demographic Characteristics	Full Sample N = 12
Gender
Female	9
Male	3
Number of years’ experience as a year advisor
1–2 years	1
3–4 years	5
5–6 years	4
Over 7 years	2
Classification of school region whilst employed as year advisor
Metropolitan	10
Rural	1
Experience in both settings	1
Main subject area taught
English	5
Mathematics	1
Creative Arts	2
PDHPE	3
TAS	1
Average number of students enrolled in cohort
<100 students	1
100–200 students	10
200–300 students	1
Currently in the year advisor role
Yes	4
No	8
Supported by assistant year advisor while in the role
Yes	10
No	2

Figure 2. Superordinate themes and subthemes relating to research question A.

Figure 3. Superordinate themes and subthemes relating to research question B.

Marsick, V. J., & Watkins, K. E. (2001). Informal and incidental learning. New Directions for Adult & Continuing Education, 89(89), 25–34. https://doi.org/10.1002/ace.5

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Manuti, A., Pastore, S., Scardigno, A. F., Giancaspro, M. L., & Morciano, D. (2015). Formal and informal learning in the workplace. International Journal of Training and Development, 19(1), 1–17. doi:https://doi.org/10.1111/ijtd.12044

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Watkins, K. E., & Marsick, V. J. (1992). Towards a theory of informal and incidental learning in organizations*. International Journal of Lifelong Education, 11(4), 287–300. https://doi.org/10.1080/0260137920110403

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