期刊
TEACHING AND TEACHER EDUCATION
卷 66, 期 -, 页码 171-183出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.tate.2017.04.004
关键词
Professional development; Teaching experience; Self-directed learning; Secondary education
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.
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