Self-directed professional development activities : An autoethnography

Journal article

Koay, Jeremy. (2023). Self-directed professional development activities : An autoethnography. Teaching and Teacher Education. 133, pp. 1-8. https://doi.org/10.1016/j.tate.2023.104258
AuthorsKoay, Jeremy
Abstract

This article explores my participation in teacher professional development (PD) practices. In a form of an autoethnography, I present an account of my experiences in self-directed PD activities and institution-mandated ones, highlighting benefits of PD activities that were self-initiated. My self-directed PD activities seem to promote ongoing engagements. In this article, I also reflect on how financial costs affected my attitude towards institution-mandated PD. However, in self-directed PD, I invested my time and financial resources. This article also highlights the way self-directed PD activities shaped my worldview, from questioning the legitimacy of qualitative research to celebrating the subjective human experience.

Keywordsprofessional development; analytic autoethnography; teacher reflection; self-directed teacher development
Year01 Jan 2023
JournalTeaching and Teacher Education
Journal citation133, pp. 1-8
PublisherElsevier Ltd. (UK)
ISSN0742-051X
Digital Object Identifier (DOI)https://doi.org/10.1016/j.tate.2023.104258
Web address (URL)https://www.sciencedirect.com/science/article/pii/S0742051X23002469?via%3Dihub
Open accessPublished as ‘gold’ (paid) open access
Research or scholarlyResearch
Page range1-8
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online11 Aug 2023
Publication process dates
Accepted07 Jul 2023
Deposited26 Nov 2024
Additional information

© 2023 The Author.

Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/bync-nd/4.0/).

Place of publicationUnited Kingdom
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