Teacher’s informal learning: relation with professional and organizational development

ABSTRACT The article analyzes the informal learning of the teaching staff and its relationship with the professional and organizational development. The literature review details the implications of these for organizations in general, and educational centers in particular. The importance of reflective practice of teachers, their positive attitudes toward change and collaborative work are also highlighted. Individual, group and organizational factors support the promotion of informal learning, as the basis for a pedagogical proposal to encourage informal learning in schools. In conclusion, possibilities and limitations of informal learning are emphasized, especially for organizations that aspire to their consideration as an element for professional and organizational improvement.