Teachers' Self Learning
I previously wrote a post about teachers who use Twitter as a medium for professional development (PD) opportunities. There is a consensus that PD for teachers is broken and need an overhaul. As a result, teachers are looking for new learning opportunities. In their study, Teachers’ self-directed learning and teaching experience
, the authors asked secondary school educators in the Netherlands about:
(1) Their preferred learning domain (what)
(2) Their preferred learning activities (how)
(3) Their reasons to learn about a selection of learning domains (why)
One of the primary criticisms of PD is lack of teachers' voice in the content of the workshop or activity. Furthermore, teacher needs are not taken into account when it comes to PD design. The researchers found that when it came to self-directed learning, the teachers wanted to learn a specific domain because it found it interesting (intrinsic) and/or important. The researchers failed to highlight the process by which educators select their “learning domain” and how they actually go about their self-learning. I suspect, given the plethora of learning platforms, teachers will increasingly look to supplement or supplant PD. Given all the criticisms geared towards teacher PD, I am interested in learning more about how teachers are self-learning to improve practice.