This study reveals the need for regular training in a new pedagogy, which allows understanding at more than a surface level. This is particularly true when it demands of its users a profound shift in thinking. The receptiveness and enthusiasm for the approach seems to be affected by a number of factors, including students’ personal background and experiences, their values in teaching and their comfort with an approach that throws them ‘in at the deep end’. Longitudinal study of teacher use of the approach, from university inception through to their established teacher positions, is necessary to investigate the impact of the approach and ways to improve teacher training.
It is clear that real, live experiences with Informal Learning are not only an effective learning tool for teacher education students, but also have some lasting effect on many students’ educational schemas. It would benefit future studies to investigate the development of teachers in the workforce over more time and how this affects their reception to new approaches. This is vital to inform the creation and development of approaches to teaching and learning that meet the needs and context of the teacher.
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