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Frontiers in Educational Research, 2021, 4(8); doi: 10.25236/FER.2021.040814.

A Self-Narrative Study on Self-Directed Professional Development of a High School English Intern Teacher


Liping Wu

Corresponding Author:
Liping Wu

Institute of Foreign Languages, Gannan Normal University, Ganzhou, China


Teachers are the mainstay of education. Teacher’s self-directed professional development can give full play to the main role of teachers in professional development. In recent years, more and more voices have emphasized the effectiveness of self-directed learning theory for teachers’ professional development, but very little literature has presented the specific process of teachers’ self-directed professional development. This paper uses a self-narrative research method to present the specific process of the author’s year-long self-directed learning, revealing the dilemmas and challenges of teachers’ self-directed learning, as well as the growth trajectory of actively seeking countermeasures to solve real-world problems and thus improve her research capacity. This paper has also put forward the dynamic developmental model of self-directed learning.


Self-Directed Learning, Teacher Professional Development, Self-Narrative Study

Cite This Paper

Liping Wu. A Self-Narrative Study on Self-Directed Professional Development of a High School English Intern Teacher. Frontiers in Educational Research (2021) Vol. 4, Issue 8: 67-72. https://doi.org/10.25236/FER.2021.040814.


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