A Descriptive Exploration of a Self-Directed Approach to Teacher Professional Development

• In Event: 34.055 - Gaining Support Through Teachers' Professional Networks

Abstract

Teachers are mandated to engage in professional development (PD) to improve their practice. However, teachers report not learning from PD where they have little autonomy. Therefore, this study explored the process of a teacher-driven professional development approach and described the teachers’ practices. Teachers self-directed their PD in an iterative cycle: setting professional learning goals, deciding on learning activities, applying their learning to their practice, reflecting on the process, and re-engaging in the process if needed. Teachers reported encountering barriers while engaged in this process. They showed higher mean scores in aspects of their practice from the beginning of the study to the end. This study has implications for using self-directed PD as an alternative approach to teacher PD.

Author

• Derek R Riddle, California State University - Stanislaus