Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn

Monika L. Louws*, Jacobiene A. Meirink, Klaas van Veen, Jan H. van Driel

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

35 Citations (Scopus)

Abstract

This study focused on teachers' self-directed learning; a concept derived from adult learning theories that accommodates for the idea that teachers formulate their own learning needs and consequently direct their learning. Teachers from 11 Dutch secondary schools (N = 309) were asked about their preferred learning domains ('what'), their preferred learning activities ('how'), and their reasons to learn about a selection of learning domains ('why'). In regression analyses we tested for linear and non-linear relationships between teachers' teaching experience with their self-directed learning. Early- and late-career teachers showed higher preferences compared to mid-career teachers to learn about classroom management domains. (C) 2017 Elsevier Ltd. All rights reserved.

Original languageEnglish
Pages (from-to)171-183
Number of pages13
JournalTeaching and Teacher Education
Volume66
DOIs
Publication statusPublished - Aug-2017

Keywords

  • Professional development
  • Teaching experience
  • Self-directed learning
  • Secondary education
  • PRIMARY-SCHOOL TEACHERS
  • PROFESSIONAL-DEVELOPMENT
  • BEGINNING TEACHERS
  • MOTIVATIONAL PROFILES
  • BEHAVIOR
  • QUALITY
  • PERSPECTIVE
  • CONTINUUM
  • OUTCOMES
  • GOALS

Cite this