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ERIC Number: EJ1177145
Record Type: Journal
Publication Date: 2015
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1029-5968
Should Informal/Non-Formal Learning Be Considered in Teacher Education and Teaching? --Reflections Based on the Anholt Project
Petersen, Karen Bjerg
Journal of the International Society for Teacher Education, v19 n2 p46-58 2015
In the past decades, the importance of developing and validating informal and nonformal learning processes has been launched by several international organizations including UNESCO and the OECD, originally mostly focusing on adult learning experiences. Meanwhile, in recent years an increased focus has been evidenced on introducing informal and non-formal learning environments for learners at primary and secondary school levels as means of re-engaging in particular school-leavers, drop-outs, and disadvantaged learners in the formal educational system. Educational policy, empirical studies, projects, and various pedagogical interventions carried out in Europe, the United States, and other countries evidence this development. Based on empirical data and research from an European project "Anholt 2013" aimed at empowering disadvantaged and disengaged young European school-leavers, and motivating them to take responsibility for their own need for education, this article sets out to reflect whether informal and non-formal learning environments should be considered in teacher education and teaching.
International Society for Teacher Education. Danish School of Education, Aarhus University, Niels Juelsgade 84, 8210 Aarhus N. Denmark; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark; Germany; Austria; Italy; Portugal; Spain
Grant or Contract Numbers: N/A