Teachers' perceptions on self-directed professional learning in Newfoundland and Labrador
To fill a gap in the literature with regard to teacher self-directed professional learning practices in Newfoundland and Labrador context, this qualitative study explored the experiences and perceptions that teachers have about professional learning programs and practices, with a focus on the role o...
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| Format: | Thesis |
| Language: | English |
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Memorial University of Newfoundland
2019
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| Online Access: | https://research.library.mun.ca/13726/ https://research.library.mun.ca/13726/1/thesis.pdf |
| Summary: | To fill a gap in the literature with regard to teacher self-directed professional learning practices in Newfoundland and Labrador context, this qualitative study explored the experiences and perceptions that teachers have about professional learning programs and practices, with a focus on the role of teachers as adult learners, in the planning of such programs. For this purpose, this study employed a phenomenological approach to document and explore representations of the lived experiences of nine (9) teachers [four (4) male and five (5) female] through in-depth semi-structured interviews. These participants were teaching at the elementary, junior high, and high schools in the greater St. John’s area, with one participant from Corner Brook. Based on the representations of the nine participants in this study, self-directed professional learning seems to be practiced by teachers in Newfoundland and Labrador, and the teachers interviewed say they are continuously improving their teaching skills through a variety forms of formal and informal learning strategies. The findings also show that the quality of professional learning programs seems to have improved. There is a reasonable balance between teachers’ professional needs and the system’s priorities in terms of teacher professional learning’s contents and focus, and teachers feel they have been able to contribute to the planning of formal professional learning programs in a number of ways. The research also identified some challenges such as insufficient time; lack of facility or reluctance to use technology; lack of support, anxiety and isolation among learners, and; risk of low reward for invested time and effort. Recommendations for educational leaders and areas for further research are suggested. |
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