Mõtlesin juba, et midagi sellist, mida siin artiklis käsitletakse, on lihtsalt muinasjutt. Selgub siiski, et kusagil keegi mõtleb tõsimeeli haridusvaldkonnas toimuvale, mõtleb õppetöö korraldusele, õppejõudude õppimisele, haridusorganisatsiooni eripäradele ja veel nii spetsiifilisest perspektiivist. Tekst on vabalevis ja … ei vajagi mingeid täiendavaid soovitusi.

Kontekstiks – mitteformaalne õppimine:

“More specifically, the focus is on who they turn to for help, and why, when trying to solve different kinds of problems or when seeking advice that can support them in their work as teachers. Such activities can be defined as informal workplace learning and is described in the literature as being of great importance for professional development in a variety of practices (Billett 2004; Jeong et al. 2018; Lecat, Beausaert, and Raemdonck 2018).” (Holmgren and Sjöberg, 2022, p. 1)

Objekt:

“The present study was conducted at a Swedish university that offers the Basic Police Education Programme. The programme comprises two years of academic and practical studies, followed by a six-month placement in a local police area. There are two categories of teachers at the unit. Two-thirds of the teachers are police teachers (police officers recruited from the police authority) and one-third university teachers from different academic departments.” (Holmgren and Sjöberg, 2022, p. 2)

Mitteformaalsest õppimisest:

“Thus, informal learning is better characterised as a social practice than as a body of knowledge or entity that is acquired or transferred (Boud and Rooney 2018). Such a definition of informal workplace learning highlights the diversity of learning and its relational character, with individuals interacting with each other and with cultural and material resources and tools (Jacobs and Park 2009).” (Holmgren and Sjöberg, 2022, p. 3)

Tundub triviaalne, kuid ometi …

“In order for professional development to occur, however, employees must get to know each other more closely and interact in their daily practice (De Laat and Schreurs 2013). Through such interactions between colleagues, social networks are built in the workplace.” (Holmgren and Sjöberg, 2022, p. 3)

Võrgustikumustrite mõistmisest:

“In order to understand network patterns and the creation of social relationships, the key is to make visible how the participants develop their ability to gain access to shared recourses, ask for help and develop collaborations.” (Holmgren and Sjöberg, 2022, p. 4)

Üldine töökorralduse kirjeldus:

“While theory-based lessons and seminars are normally taught by a single teacher, two or more teachers are usually responsible for the practice-oriented teaching. The teachers’ work teams are located in different buildings on campus, but they have regular contacts with colleagues from other work teams via informal and formal meetings held at the central police education unit.” (Holmgren and Sjöberg, 2022, p. 6) […] “The studied police education unit employs about 60 teachers, of whom 40 are police teachers and 20 university teachers.” (Holmgren and Sjöberg, 2022, p. 6)

Lugemishuvi suurendamiseks:

“The teachers seek support in teaching-related issues primarily from their own teaching teams, which thus constitute their basic social network.” (Holmgren and Sjöberg, 2022, p. 16)

Holmgren, R., & Sjöberg, D. (2022). Who should i talk to? – Informal workplace learning among teachers in police education. Studies in Continuing Education, 1–19. https://doi.org/10.1080/0158037X.2022.2111411