Relationships between geography teachers’ SDL skills, participation in self-directed professional development and the use of learner-centred instructional strategies

Aubrey Golightly

3 citations0/0 files storedSouth African Geographical Journal

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Geography Education and Pedagogy Teacher Education and Leadership Studies Evaluation of Teaching Practices

Abstract

This is one in a series of articles that reported on geography teachers’ self-directed learning (SDL) abilities, participation in self-directed professional development (SDPD) activities and the use of learner-centred instructional strategies in their classrooms. Geography teachers must act as self-directed learners through participating in SDPD activities to improve instructional practices. This study investigates the relationships between geography teachers’ SDL abilities, their participation in SDPD activities and the use of learner-centred instruction in geography classrooms. A non-experimental survey design was employed. FET phase geography teachers (n = 130) from two districts in the North West province completed three instruments, namely the SDL abilities instrument, the ‘Self-directed professional development activities in geography education’ (SDPDGE), and the ‘Instructional strategies in geography education’ (ISGE) questionnaires developed by the researcher. The researcher conducted Spearman rho tests to calculate Spearman correlation coefficients to determine the relationships between geography teachers’ SDL abilities, their participation in SDPD and their implementation of learner-centred instructional strategies. The analysis of the results reported strong positive relationships between geography teachers’ SDL abilities and their involvement in SDPD activities, as well as between their involvement in SDPD activities and the implementation of learner-centred instructional strategies in their geography classrooms.

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2010Development and preliminary testing of a self-rating instrument to measure self-directed learning ability of nursing students 2011Influences of formal learning, personal learning orientation, and supportive learning environment on informal learning 2017Teachers' self-directed learning and teaching experience: What, how, and why teachers want to learn 2017The relationship between motivation, learning approaches, academic performance and time spent 2020Teachers’ professional learning when building a research-based education: context-specific, collaborative and teacher-driven professional development 2014When teacher clusters work: selected experiences of South African teachers with the cluster approach to professional development 2015Affordances of teacher professional learning in secondary schools 2012Enhancing self-directed learning through a content quiz group learning assignment

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