The Contribution of Mentoring and Action Research to Teachers’ Professional Development in the Context of Informal Learning

Evaggelos Anagnou, Iosif Fragoulis


This paper focuses on the idea of using informal learning for designing a school-based teachers’ professional development (PD) programme. Initially, the issue is discussed in view of educational policy. Following, the theoretical roots and the forms of informal learning are presented. This conversation leads to a suggestion for designing, implementing and evaluating a teachers’ PD programme based on informal learning, with specific reference to mentoring and action research.

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Review of European Studies   ISSN 1918-7173 (Print)   ISSN 1918-7181 (Online)

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