The informal learning among teachers. Community of practices, tacit knowledge and conversations

Abstract

The link between teachers’ initial and in-service training and the quality of
education has been widely debated and has recently been re-launched by
Law 107/2015. This issue has been mainly linked to formal training, but this
perspective does not resolve the matter. On the contrary, by referring to
teachers’ level of knowledge and to school internal dynamics, informal
training is essential. In this respect, the communities of practice and informal
exchanges are the most appropriate place where to build and share a
practical, tacit, situated and dynamic knowledge. In this perspective, it is important
to consider new organizational set-ups for school institutions, to
enhance teachers’ intermediary functions and to think new professional figures
able to support this organization.