The Shifts of Self-Directed Professional Development from A Secondary School EFL Teacher to A University Lecturer

Atin Kurniawati


This narrative atudy described the shifts my self-directed professional development as a secondary school EFL teacher and a university lecturer. The data in this study were gathered from written reflections on my lived-experiences during my formal teaching career from 2016-2022. The data were analyzed using thematic coding. The findings signified several self-directed PD activities that I did during my career. I spent a lot of time improving my English proficiency when I taught in a Cambridge secondary school as well as creating and modifying engaging learning activities for my students. When I moved to university, I put emphasis on better understanding of the subjects I taught by reading reference books and journals. While I used internet for my own learning purposes when I became a secondary school EFL teacher, I used it to assist my duties and recorded my students’ works in university. Several environmental factors might influence self-directed PD such as the culture of the institution, peer-teachers, and duties of the profession. It implied the need of continuous PD for English educators which may differ from one teaching context to another as well as the importance of maintaining self-motivation to give the best meaningful learning experience for the students’ growth.


professional development, self-directed learning, English educators

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