Professional development in fostering self-directed learning in German Second Additional Language teachers
AbstractTeaching is a value-laden profession, and certain demands regarding lifelong learning are put on teachers worldwide. Requirements for entry-level qualifications and professional development of South African teachers are stipulated in the National Qualifications Framework Act (67/2008): Revised policy on the minimum requirements for teacher education qualifications (DHET, 2015) and the CPTD Management System Handbook of the South African Council for Educators (SACE, 2013). However, teachers in general, and German Second Additional Language (SAL) teachers in particular, struggle to meet these requirements. In line with international teacher development tendencies, this article recommends for a shift in teacher professional development programmes towards a more participant-centred approach. Theories of self-directed learning (SDL) are considered, and it is recommended that teacher professional development programmes focus on fostering the characteristics of SDL in South African teachers (especially German SAL teachers), which would enable these teachers to be active participants in their learning. The article strives to motivate the need for a professional development programme fostering SDL to support the existing developmental shortcomings. Recommendations are made on how SDL can be sensibly fostered in teacher professional development programmes in order to enable teachers to become self-directed learners. Practical recommendations are also made on how teachers can be empowered to become self-directed learners.
Copyright (c) 2019 Per Linguam
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All articles are published under the CC BY-NC-ND 4.0 license; copyright is retained by the authors. Readers may download articles and share them with others as long as they credit the author(s), but they cannot change the articles in any way or use them commercially.
Published articles are openly accessible online and therefore reprints are not provided.