Exploring the Relationship Between Teacher Instruction and Teachers' Perceptions of Themselves as Self-Directed Learners

• In Event: Fairmont Roundtable Session Five
  In Roundtable Session: Collaboration and Capacity-Building for Teacher Professional Learning (Table 5)

Abstract

Current models for teacher professional development often neglect teacher autonomy, inhibiting teachers’ motivation to adopt and implement new skills. Alternatively, teacher professional development that incorporates Self-Directed Learning enables teachers to guide their own professional learning needs, promotes teacher agency, and may increase the likelihood that teachers implement new instructional practices. This exploratory study used correlational analyses to examine potential relationships between teachers’ (N=25) instructional practices, as measured by the Classroom Assessment Scoring System, and teachers' perceptions of themselves as self-directed learners, as measured by the Self-Directed Learning Inventory. Findings suggest that relationships exist between some, but not all, constructs of these instruments; also discussed are implications for further research, teacher professional learning models, and pedagogical practice.

Authors

• Rachel Ellen Nelson, Appalachian State University
  Presenting Author

• Holly Weaver, Appalachian State University
  Presenting Author

• Tyrel Winebarger, Appalachian State University
  Presenting Author

• Katherine Chesnutt, Appalachian State University
  Presenting Author

• Caleb Marsh, Appalachian State University
  Presenting Author

• Janet Johnson, Appalachian State University
  Presenting Author

• Kameron Barlow
  Presenting Author

• Tyler Tobin, Appalachian State University
  Presenting Author

• Jui-Teng Li, Appalachian State University
  Presenting Author

• Corinne Smith, Appalachian State University
  Presenting Author

• James Beeler, Appalachian State University
  Presenting Author