Nonformal learning approaches and the professional development of teachers in higher education

Purpose: As universities find new ways of implementing professional development programs (PDPs), very few scholarly studies have examined how teachers could advance their knowledge and skills through PDPs that are developed based on nonformal learning approaches. To address this knowledge gap, the current study examines how PDPs could be facilitated using nonformal learning approaches to enhance the current and future professional practice of teachers in a South African University. Design/methodology/approach: Data for the current study were gathered using semistructured face-to-face interviews among 28 teachers who were purposively sampled from the university. The interview data gathered were analyzed using thematic analysis. Findings: The four themes that emerged from the narrative data analyzed were: developing teacher professional practice through diverse nonformal learning arrangements; challenges associated with PDPs that are designed using nonformal learning arrangements; teacher rationale for participating in PDPs that follow nonformal learning arrangements and; the role of leadership in professional development. The findings reveal that nonformal approaches are used widely in the professional development of teachers and teachers have diverse reasons for joining PDPs. Further, leadership also plays a major role in the professional development of teachers. Practical implications: When HEIs use nonformal learning approaches to facilitate PDPs, they could 1) enable teachers to easily transfer the knowledge they acquire from the PDPs to the teaching and learning setting and 2) create a situated learning environment where experienced teachers and other experts support the professional development of young teachers. Originality/value: This paper presents original ideas on how nonformal learning approaches could be used to facilitate PDPs and to enhance the professional practice of teachers in HEIs.