Teachers' Self- and Collective-Directed Learning in School Professional Learning Contexts

• In Event: Predicting Teacher Learning and Mindsets

Abstract

This study takes both self- and collective-directed learning as conceptual lens to analyze teachers’ learning in school contexts and its impact on their professional development. To address the issue, we investigated secondary school teachers from Shanghai, China, who are used to joining in professional development activities formally or informally within schools. The results suggest that teachers tend to be accustomed to collective-directed learning, which promotes to teachers’ professional development in a large degree. Besides, there is a development trend of teachers’ self- and collective-directed learning: while the self-directed learning on professional development is observed to increase over time, the collective-directed learning in relation to professional development is decreased slightly. Implications for optimizing teachers’ learning in the workplace contexts are discussed.

Authors

• Huafeng Zhang, Shanghai Normal University
  Presenting Author

• Xiaolei Zhang, East China Normal University
  Presenting Author