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Karen Bjerg Petersen

Should informal/non-formal education be considered in teacher education? reflections based on the Anholt Project

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In the past decades, the importance of developing and validating informal and non-formal 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.
Original languageEnglish
JournalJournal of the International Society for Teacher Education
Volume19
Issue2
Pages (from-to)46-58
Number of pages23
ISSN1029-5968
Publication statusPublished - 16 Dec 2015

    Research areas

  • informal learning, non-formal education, disadvantaged Students, disengaged students, teacher education, Videregående uddannelse, Læreruddannelse, Læring og læringsmiljøer

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