Implementing SDL As Professional Development In K-12

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					International Forum of Teaching and Studies                                               Vol. 8 No. 1 2012

              Implementing SDL As Professional Development In K-12
                                            Krista Steinke
                             Florida Atlantic University, Jupiter, FL USA

[Abstract] This article features a discussion comparing the effectiveness of self-directed learning as a
form of professional development and as an alternative to peda
				
DOCUMENT INFO
Description: This article features a discussion comparing the effectiveness of self-directed learning as a form of professional development and as an alternative to pedagogical models of training. Five journal articles related to various aspects of self-directed learning are synthesized. Ideas from these articles are taken into consideration in the argument that K-12 schools would benefit from implementing SDL as a primary source of learning for school faculty. Also included in this article is the discussion of SDL as a brain-based method of learning, a method of workplace learning, relation to mentoring, cultural challenges, and the increased responsibilities and independence of workers as self-directed learners. Connections between SDL and adult learning theory including Maslow and McClusky are additionally discussed. Lastly, the implications of SDL in the K-12 setting are discussed. Overall, this article argues that an increase in SDL as professional development will develop a workforce of teachers that can increase their competence through self-direction. [PUBLICATION ABSTRACT]
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