Awareness of the Professional Needs of Secondary School Teachers Through Self-directed Professional Development

The importance of teacher professional development has been extensively studied, with researchers agreeing that opportunities for professional development can improve both teacher education and student learning outcomes. This study was conducted to evaluate the effectiveness of a new approach to pro...

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Detalles Bibliográficos
Autores: Salguero García, Darío, Padilla Orta, Milagros, Hernández, Montserrat, Tarifa Pérez, Joaquín
Tipo de recurso: artículo
Fecha de publicación:2023
País:España
Institución:Universidad de Huelva (UHU)
Repositorio:Arias Montano. Repositorio Institucional de la Universidad de Huelva
Idioma:inglés
OAI Identifier:oai:ariasmontano.uhu.es:10272/23458
Acceso en línea:https://hdl.handle.net/10272/23458
Access Level:acceso abierto
Palabra clave:Self-directed Learning
Professional Development
Teacher Competence
Awareness
Engagement
Effectiveness
Aprendizaje autodirigido
Desarrollo profesional
Competencia docente
Conciencia
Compromiso
Eficacia
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spelling Awareness of the Professional Needs of Secondary School Teachers Through Self-directed Professional DevelopmentConocimiento sobre las necesidades profesionales de los profesores de secundaria mediante el desarrollo profesional autodirigidoSalguero García, DaríoPadilla Orta, MilagrosHernández, MontserratTarifa Pérez, JoaquínSelf-directed LearningProfessional DevelopmentTeacher CompetenceAwarenessEngagementEffectivenessAprendizaje autodirigidoDesarrollo profesionalCompetencia docenteConcienciaCompromisoEficaciaThe importance of teacher professional development has been extensively studied, with researchers agreeing that opportunities for professional development can improve both teacher education and student learning outcomes. This study was conducted to evaluate the effectiveness of a new approach to professional development, known as self-directed professional development. It focused on the knowledge, participation, and effectiveness of voluntary professional development methods in secondary schools, with a specific emphasis on Almería’s secondary school teachers. The study utilized the systematic sampling method to select 194 respondents from the sample group. These respondents were given a Likert scale questionnaire, and the data collected were analyzed using statistical methods such as percentage, mean, standard deviation, and chi-square test. The results showed that even though the secondary school teachers had limited knowledge about selfdirected professional development and online resources, they still informally participated in self-directed professional developmentUniversidad de Huelva20232023-01-0120232023-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/10272/23458reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelvainstname:Universidad de Huelva (UHU)Inglésengopen accesshttp://purl.org/coar/access_right/c_abf2Atribución-NoComercial-SinDerivadas 3.0 Españahttp://creativecommons.org/licenses/by-nc-nd/3.0/es/info:eu-repo/semantics/openAccessoai:ariasmontano.uhu.es:10272/234582026-06-02T14:58:11Z
dc.title.none.fl_str_mv Awareness of the Professional Needs of Secondary School Teachers Through Self-directed Professional Development
Conocimiento sobre las necesidades profesionales de los profesores de secundaria mediante el desarrollo profesional autodirigido
title Awareness of the Professional Needs of Secondary School Teachers Through Self-directed Professional Development
spellingShingle Awareness of the Professional Needs of Secondary School Teachers Through Self-directed Professional Development
Salguero García, Darío
Self-directed Learning
Professional Development
Teacher Competence
Awareness
Engagement
Effectiveness
Aprendizaje autodirigido
Desarrollo profesional
Competencia docente
Conciencia
Compromiso
Eficacia
title_short Awareness of the Professional Needs of Secondary School Teachers Through Self-directed Professional Development
title_full Awareness of the Professional Needs of Secondary School Teachers Through Self-directed Professional Development
title_fullStr Awareness of the Professional Needs of Secondary School Teachers Through Self-directed Professional Development
title_full_unstemmed Awareness of the Professional Needs of Secondary School Teachers Through Self-directed Professional Development
title_sort Awareness of the Professional Needs of Secondary School Teachers Through Self-directed Professional Development
dc.creator.none.fl_str_mv Salguero García, Darío
Padilla Orta, Milagros
Hernández, Montserrat
Tarifa Pérez, Joaquín
author Salguero García, Darío
author_facet Salguero García, Darío
Padilla Orta, Milagros
Hernández, Montserrat
Tarifa Pérez, Joaquín
author_role author
author2 Padilla Orta, Milagros
Hernández, Montserrat
Tarifa Pérez, Joaquín
author2_role author
author
author
dc.contributor.none.fl_str_mv
dc.subject.none.fl_str_mv Self-directed Learning
Professional Development
Teacher Competence
Awareness
Engagement
Effectiveness
Aprendizaje autodirigido
Desarrollo profesional
Competencia docente
Conciencia
Compromiso
Eficacia
topic Self-directed Learning
Professional Development
Teacher Competence
Awareness
Engagement
Effectiveness
Aprendizaje autodirigido
Desarrollo profesional
Competencia docente
Conciencia
Compromiso
Eficacia
description The importance of teacher professional development has been extensively studied, with researchers agreeing that opportunities for professional development can improve both teacher education and student learning outcomes. This study was conducted to evaluate the effectiveness of a new approach to professional development, known as self-directed professional development. It focused on the knowledge, participation, and effectiveness of voluntary professional development methods in secondary schools, with a specific emphasis on Almería’s secondary school teachers. The study utilized the systematic sampling method to select 194 respondents from the sample group. These respondents were given a Likert scale questionnaire, and the data collected were analyzed using statistical methods such as percentage, mean, standard deviation, and chi-square test. The results showed that even though the secondary school teachers had limited knowledge about selfdirected professional development and online resources, they still informally participated in self-directed professional development
publishDate 2023
dc.date.none.fl_str_mv 2023
2023-01-01
2023
2023-01-01
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/10272/23458
url https://hdl.handle.net/10272/23458
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
dc.rights.openaire.fl_str_mv info:eu-repo/semantics/openAccess
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
Atribución-NoComercial-SinDerivadas 3.0 España
http://creativecommons.org/licenses/by-nc-nd/3.0/es/
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidad de Huelva
publisher.none.fl_str_mv Universidad de Huelva
dc.source.none.fl_str_mv reponame:Arias Montano. Repositorio Institucional de la Universidad de Huelva
instname:Universidad de Huelva (UHU)
instname_str Universidad de Huelva (UHU)
reponame_str Arias Montano. Repositorio Institucional de la Universidad de Huelva
collection Arias Montano. Repositorio Institucional de la Universidad de Huelva
repository.name.fl_str_mv
repository.mail.fl_str_mv
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