University of Twente Student Theses
Exploring the self-directed professional development process of secondary education teachers in the context of educational change
Fransen, L.P.H. (2022) Exploring the self-directed professional development process of secondary education teachers in the context of educational change.
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| Abstract: | This study aimed to explore the self-directed teacher professional development process of secondary education teachers in the context of educational change. Previous studies describe insights and benefits of self-directed teacher learning. The present study adds an understanding of the process of self-directed teacher learning by answering the research question: How do teachers in secondary education go through a self-directed professional development process? Teachers in three secondary schools that were involved in an educational change trajectory were invited to report their self-directed learning process. Participants formulated their learning goals, reported planned and performed learning activities, and reported learning outcomes in two questionnaires separated by a timespan of three to five weeks. The first questionnaire was completed by 79 respondents and the second questionnaire by 19 respondents. The participants primarily formulated learning goals aimed at the development of teaching practices, planned other activities than they performed, planned and performed multiple activities of one or two types, and generated cognitive outcomes only of which most are focused on teaching practices. It is concluded that self-directed learning teachers naturally aim to change their teaching practices. Future research should investigate if this natural focus on teaching practices leads to the actual change of practices. |
| Item Type: | Essay (Master) |
| Faculty: | BMS: Behavioural, Management and Social Sciences |
| Subject: | 81 education, teaching |
| Programme: | Educational Science and Technology MSc (60023) |
| Link to this item: | https://purl.utwente.nl/essays/91689 |
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