An Evaluation of the Learning Effectiveness of Self-Directed Learning in a PGDE Programme
A restructured programme for the Postgraduate Diploma in Education (PGDE) was introduced in September 2004 in the University of Hong Kong. This is intended to empower student teachers to become autonomous, reflective, self-directed professionals by the introduction of several new initiatives, of which self-directed learning is one of the most significant. An evaluation study was conducted to find out how student teachers have benefited from the self-directed learning sessions to reveal the extent that they are able to (1) effectively integrate theory with practice; (2) engage in constructive self-directed learning and sharing; (3) be empowered to become an autonomous reflective professional; and (4) develop their personal teaching philosophy. Three forms of primary data were collected to address the four evaluation objectives. They included questionnaire survey, volunteered video-taped recorded SDL session and focus group audio recorded interview. This paper reports on the initial finding of this evaluative study.
Keywords: Teacher Education, Self Directed Learning, Professional Development, Professional Empowerment, Learning Effectiveness
Dr Tammy Kwan
Associate Professor, Policy, Administrative and Social Science Education Division Faculty of Education , The University of Hong Kong
Associate Professor, Science, Mathematics and Computing Division Faculty of Education , The University of Hong Kong