By the end of this session, delegates will be able to: 1.Evaluate a theoretical framework for incidental learning 2.Analyse the student experience in terms of professional development (and apply this to your own teaching/subject area

1. Investigation into the impact that incidental
learning has on trainee teachers’ professional
development, whilst working in the FE context
Amanda Turner
Programme Leader – Generic 14+ PGCE pathway
School of Education and Psychology
University of Bolton
“Incidental learning is defined as a by-product of some other
activity, such as task accomplishment, interpersonal interaction,
sensing the organisational culture, or trial and error
experimentation. As such, it is never planned or intentional.”
(Marsick & Watkins, 1990, pg7)

2. Session Objectives
By the end of this session, delegates will be able to:
1. Evaluate a theoretical framework for incidental
learning
2. Analyse the student experience in terms of
professional development (and apply this to your
own teaching/subject area

3. What is meant by the term Incidental Learning?
• Incidental learning was defined by McGeouch (1942, as cited in
Marsick and Watkins, 1992) as learning that takes place without
specified formal instruction, motive or specific given material, is
unplanned and unexpected, occurring as a by-product of
another learning activity.
• Can be more of an all-encompassing, holistic approach to an
experience, such as, “interpersonal interaction, sensing the
organisational culture, or trial and error experimentation.”
(Marsick and Watkins, 1990, pg7).
• It can occur in a variety of settings and alongside all forms of
learning, whether formal or informal.

4. What conditions need to be in place for Incidental
Learning to happen?
• Incidental learning takes place (most successfully) when learners experience
a non-routine situation, relating this specifically to the role of a trainer, or
teacher (Marsick and Watkins, 2001)
• Needs disjuncture in order for it to take place
• An individual has to have the need and motivation before learning can occur
(desire to learn)
• Self-directed by the learner and occurs through experience. It is not just the
acquisition of content, but the interaction between the content and the
experience that is important. (Kolb, 1984)
• Results in tacit meaning making as it is individual and takes place in an
unstructured way, making it difficult to measure in terms of quality.

5. Potential issues that exist
Tacit learning due to the individual nature which takes place in an
unstructured way:
• The pre-existing professional skills and knowledge might be undeveloped
leading to non-learning (Kerka, 2000)
• making it difficult to measure in terms of quality.
• ‘blind spots’ where a limited interpretation can be arrived at due to an
individuals’ own needs, assumptions and values.
• The trigger or disjuncture is mis-read or not recognised fully
• Might not always lead to development

6. Theoretical Framework
Figure 1: Theoretical Framework for Incidental Learning
Context: existing knowledge, prior experience, working and living, political and socio-economic
Professional
Knowledge and
Skills:
Identity
Desire to learn
Creativity in problem
solving
Disjuncture/trigger
Opportunities for
Reflection:
Self-evaluation
Learning from peers
and colleagues
(Community of
Practice)
Professional culture: application and consolidation of incidental learning

7. Theoretical Framework
Figure 1: Theoretical Framework for Incidental Learning
Context: existing knowledge, prior experience, working and living, political and socio-economic
Professional
Knowledge and
Skills:
Identity
Desire to learn
Creativity in problem
solving
Disjuncture/trigger
Opportunities for
Reflection:
Self-evaluation
Learning from peers
and colleagues
(Community of
Practice)
Professional culture: application and consolidation of incidental learning

8. Theoretical Framework
Figure 1: Theoretical Framework for Incidental Learning
Context: existing knowledge, prior experience, working and living, political and socio-economic
Professional
Knowledge and
Skills:
Identity
Desire to learn
Creativity in problem
solving
Disjuncture/trigger
Opportunities for
Reflection:
Self-evaluation
Learning from peers
and colleagues
(Community of
Practice)
Professional culture: application and consolidation of incidental learning

9. Theoretical Framework
Figure 1: Theoretical Framework for Incidental Learning
Context: existing knowledge, prior experience, working and living, political and socio-economic
Professional
Knowledge and
Skills:
Identity
Desire to learn
Creativity in problem
solving
Disjuncture/trigger
Opportunities for
Reflection:
Self-evaluation
Learning from peers
and colleagues
(Community of
Practice)
Professional culture: application and consolidation of incidental learning

10. Theoretical Framework
Figure 1: Theoretical Framework for Incidental Learning
Context: existing knowledge, prior experience, working and living, political and socio-economic
Professional
Knowledge and
Skills:
Identity
Desire to learn
Creativity in problem
solving
Disjuncture/trigger
Opportunities for
Reflection:
Self-evaluation
Learning from peers
and colleagues
(Community of
Practice)
Professional culture: application and consolidation of incidental learning

11. Emerging Themes
•Incidental learning experiences (moments of disjuncture)
“The biggest challenge I would
face is to deal with a difficult
scenario during my placement
such as a learner going through
self harm or witnessing
bullying.” (OI Blog1)
“I feel I have a lot that I can teach, a lot to
bring to the table so to speak, I simply
need to learn the process of
communicating this in a learning
environment, not such an easy task I am
quickly coming to realise.” (LCB Blog1)
“I am an over thinker but I put
this down to me being a
perfectionist. Although this may
not show I am a nervous person
and sometimes takes me a while
to get my bearings.” ZM Blog1

12. Emerging Themes
•Identity (creative in approach, autonomous, confidence
and existing context)
“I was offered a lot of freedom
in my sessions to try out
different approaches and
teaching styles, reflect on their
effectiveness and figure out
what works best for my learners.
I applied the theories I was
researching in my essays into my
sessions, and my confidence
grew further.” (DR Blog3)
“I feel I am a valued member of staff at
my placement, who the students feel they
can share ideas with because of my
creativeness and passion for the subject.
They value my opinion on areas of their
projects and come to me for guidance in
all aspects of Photography” (KH blog 3)
“I see a teacher in me now, not just an
aspiration. I can walk into a class now
and my students know me as their
teacher, not a student.” (NP blog3)
“I felt that I had to maintain my
emotional resilience and encourage
the learners to also do the same in
order to succeed in their learning.”
(ZM, blog3)

13. Emerging Themes
•Communities of Practice (support networks)
“I have struggled along the way, and at
times have been ready to walk from
the course feeling that maybe
teaching isn’t for me, but, I have
always had the backing and support
of the tutor and the backing of a
friendly/supportive group has helped
too.” (JP Blog2)
“Although I have enjoyed my experience and
everything that came with it at times it did
become difficult. At these times my support
system was what helped me through.” (KH, Blog3)
“I now look to make critical
judgments and take steps to get the
most out of myself and the learners.
With the growth in confidence, a
positive and collaborative
relationship with my mentor has
formed. Having to consider the
needs of each learner on a personal
level cannot be done without
working together with other staff..”
(DR, Blog2)

14. Emerging Themes
•Critical reflection and self-evaluation
“I still continue to develop in order to
seek fresh challenges that are
innovative, creative and full of fresh
struggle. I feel that it is the courage to
continue is what counts and makes
the impossible into possible in relation
to teaching and learning.” (ZM, Blog2)
By reflecting back on my
teaching and general
experiences, I have pushed
to better myself and look
into different strategies to
develop myself further.”
(AH, Blog3)
“I evaluated myself after every single lesson ensuring
to point out effective tools successful in a session,
areas of improvement and further steps to follow in
terms of enhancing particular skills as desired by the
students.”(TC, Blog2)

15. Emerging Themes
•Professionalism (dual professional)
“I have found my dual professionalism to be the one thing so
far that has really helped me gain the attention and respect of
the different classes I have taught. .” (LCB, Blog2)
“It is becoming increasingly important
for me to demonstrate dual
professionalism…I have found that using
examples from my own experience
really helps to engage and motivate the
students, and although it is often
difficult to find the time to carry on with
my own work, I feel that it really does
have a positive impact on the learners.”
(CB, Blog2)
“It is my duty to keep up to date
with the relevant skills in
Photography whilst being
professional at all times. At my
placement in ______College,
learners would recognize me as a
role model and not just a
teacher.” (OI, Blog3)

16. Questions
• How does the political and personal context of an individual
influence their interpretation of unexpected experiences?
• Can you learn incidentally without having creativity?
• How does the CoP impact on incidental learning for students?
• What sort of experiences do students have which might result in
incidental learning from happening?
• how does incidental learning impact on the student experience
(particularly HE transition and identity formation)

17. Contribution to Knowledge
Enable development
of programmes
Richer
understanding
about professional
relationships
Development of particular professional skills and knowledge
formal knowledge
acquisition
practical
teaching skills
Incidental Learning