Self-directed professional development activities: an autoethnography

Jeremy Koay

doi:10.1016/j.tate.2023.104258

Self-directed professional development activities: an autoethnography

Jeremy Koay^*

^*Corresponding author for this work

Macquarie University College

Research output: Contribution to journal › Article › peer-review

7 Citations (Scopus)

51 Downloads (Pure)

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.

Original language	English
Article number	104258
Pages (from-to)	1-8
Number of pages	8
Journal	Teaching and Teacher Education
Volume	133
DOIs	https://doi.org/10.1016/j.tate.2023.104258
Publication status	Published - Oct 2023

Bibliographical note

Copyright the Author(s) 2023. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

Analytic autoethnography
Professional development
Self-directed teacher development
Teacher reflection

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10.1016/j.tate.2023.104258

Publisher version (open access)Final published version, 510 KBLicence: CC BY-NC-ND

Cite this

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AB - 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.

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Self-directed professional development activities: an autoethnography

Abstract

Bibliographical note

Keywords

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