Abstract
The ebb and flow of education creates unique challenges within educational programming. Universities are charged with the directive to offer more diverse field experiences within their course requirements. As a result of the directive, not every topic nor instructional scenario can be addressed in the program coursework, challenging the programs to bridge the pedagogical learning gaps of their candidates. The purpose of the professional development (PD) being studied was to connect pedagogical methods to candidates’ own learning by providing self-selected PD with instructional tools that candidates could directly put into practice. The self-selected PD based on self-reflection of knowledge had the potential to promote meaningful, purposeful, and valued PD.
DOI
https://doi.org/10.15142/zf6t-z522
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Weaver, Joanna C.; Lavery, Matthew Ryan; and Heineken, Sarah
(2019)
"Reflective Practice: The Impact of Self-identified Learning Gaps on Professional Development,"
Journal on Empowering Teaching Excellence: Vol. 3:
Iss.
2, Article 6.
DOI: [https://doi.org/]https://doi.org/10.15142/zf6t-z522
Available at:
https://digitalcommons.usu.edu/jete/vol3/iss2/6
Included in
Educational Methods Commons, Higher Education and Teaching Commons, Secondary Education Commons
