A Research on Self-Directed Professional Development of a Teacher of TESOL in Chinese Context

DOI

10.2991/gefhr-14.2014.14How to use a DOI?

Keywords

self-directed professional development, critically reflective learning, reflective teaching, action research

Abstract

Nowadays, it is urgently imperative to call for more teachers’ active commitment to their self-directed professional development. Based on inductive-inferential approach and narrative-analytic approach, this paper is designed to observe and analyze a one-year programmer for self-directed professional development of the author, a teacher of English for Chinese learners, with herself as source and critically reflective learning, reflective teaching and action research as the major procedures. The result establishes the validity, reliability and feasibility of this programmer for the individual teacher concerned and some certain implication for teacher education and training.

Copyright

© 2014, the Authors. Published by Atlantis Press.

Open Access

This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

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TY  - CONF
AU  - Kathy Meng
PY  - 2014/03
DA  - 2014/03
TI  - A Research on Self-Directed Professional Development of a Teacher of TESOL in Chinese Context
BT  - Proceedings of the 2014 International Conference on Global Economy, Finance and Humanities Research
PB  - Atlantis Press
SP  - 52
EP  - 55
SN  - 1951-6851
UR  - https://doi.org/10.2991/gefhr-14.2014.14
DO  - 10.2991/gefhr-14.2014.14
ID  - Meng2014/03
ER  -