A Self-Narrative Study on Self-Directed Professional Development of a High School English Intern Teacher

Abstract

Teachers are the mainstay of education. Teacher’s self-directed professional development can give full play to the main role of teachers in professional development. In recent years, more and more voices have emphasized the effectiveness of self-directed learning theory for teachers’ professional development, but very little literature has presented the specific process of teachers’ self-directed professional development. This paper uses a self-narrative research method to present the specific process of the author’s year-long self-directed learning, revealing the dilemmas and challenges of teachers’ self-directed learning, as well as the growth trajectory of actively seeking countermeasures to solve real-world problems and thus improve her research capacity. This paper has also put forward the dynamic developmental model of self-directed learning.