Job-embedded learning is the result of educators sharing what they have learned form their teaching experiences, reflecting on specific work experiences to uncover new understanding, and listening to colleagues share best practices they have discovered while trying out new programs or planning and implementing a project. Job-embedded learning is learning by doing, reflecting on the experience, and then generating and sharing new insights and learning with oneself and others. Such things as study groups, action research, mentoring, and coaching have frequently been identified as examples of job-embedded learning. However, almost any interaction between two or more educators provides an opportunity. Both formal activities designed to promote job-embedded learning and the formal and informal interactions within a school can be employed to promote important professional learning.
Study groups are probably the most frequently discussed approach to job-embedded learning.
The groups review and discuss the literature, visit model programs, and meet to discuss the potential of the practices or program for their school or classrooms. Action research is another common approach to job-embedded learning. It might be thought of as a special kind of study group that uses some of the techniques of formal research. Reflective logs are used to encourage learning from success and problems encountered during the workday. Teachers and administraotrs record key events in their work life, in writing or tape.