TEACHERS’ INITIAL PERCEPTIONS OF SELF-DIRECTED LEARNING WITHIN A TEACHER-DIRECTED PROFESSIONAL LEARNING PROGRAM.

This study explored teachers’ perceptions of their experiences participating in self-directed learning (Knowles, 1970, 1975). The teacher participants (n = 127) were guided through a self-directed learning framework for professional learning and reflected on their experiences. Findings indicate teachers reporting increased autonomy and personalization compared with traditional professional learning opportunities. [ABSTRACT FROM AUTHOR]