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.
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
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.