Teachers’ Learning in the Workplace – (Un)Recognized Research Fields of Teachers Education

Introduction: Researchers' interest in workplace learning has increased over the past two decades. The range and diversity of research published in English inspired me to conduct a review of the Polish-language literature on teacher learning in the workplace. The analytical tool used in the research was Tanjälä's (2013) adapted holistic 3P model by John B. Biggs (1999) describing the interrelated elements of learning. Research Aim: The aim of this systematic review was the preliminary assessment of the scope of research addressing the issue of learning to become a teacher and to identify (un)recognized research fields concerning the individual and social dimensions of teachers’ learning in their professional environment. Evidence-based Facts: The conducted literature overview proves that the scope of the research issues addressed is generally extensive, but the issues of the social dimension of learning about the teaching profession at various stages of teachers’ professional careers as well as informal, extraformal and incidental learning in the work environment still remain underexplored. Summary: The research directions map can be used as a tool to locate relevant research areas and new research projects.