Personally Driven Professional Development: Reflective Self-Study as a Way for Teachers to Take Control of Their Own Professional Development

Autor/in	Attard, Karl
Titel	Personally Driven Professional Development: Reflective Self-Study as a Way for Teachers to Take Control of Their Own Professional Development
Quelle	In: Teacher Development, 21 (2017) 1, S.40-56 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2016.1218363
Schlagwörter	Faculty Development; Transformative Learning; Reflection; Training Methods; Active Learning; Independent Study; Teacher Researchers; Individual Needs; Lifelong Learning; Performance Factors; Achievement Need; Literature Reviews + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Didaktik; Trainingsmaßnahme; Aktives Lernen; Selbststudium; Lehrerforschung; Life-long learning; Lebenslanges Lernen; Leistungsindikator
Abstract	This article is about personally driven professional development through the use of reflective self-study. The argument that teachers need to take responsibility for their own learning while also taking decisions on how and in what areas to develop is strongly made throughout the article. Data for this article were gathered over a 10-year period where the author engaged in several studies using self-study as methodology. Between studies, the author kept using reflective self-study as a professional development tool, and it is these data between various studies that were analysed using thematic and reflective analysis. Such analysis resulted in various overarching themes that show how reflective self-study can be of benefit if used by teachers researching their own classrooms. Benefits include teachers taking full ownership of their learning, relevance of learning, learning that is ongoing and not restricted to specific times and places, taking problematic situations as learning opportunities and how other sources take on new relevance through reflective self-study. Some implications for teacher-education programmes and current school structures are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01