Conceptual And Structural Model Of Developing Professional Competence Of Preservice Teachers Through Self-Directed Learning
DOI:
https://doi.org/10.37547/pedagogics-crjp-06-11-10Keywords:
Self-directed learning, preservice teachers, professional competence, conceptual modelAbstract
Modern teacher education is progressively tasked with equipping graduates to manage their own learning and maintain professional development throughout their careers. Simultaneously, numerous programs continue to be governed by transmissive models that regard preservice teachers as passive recipients of knowledge rather than independent agents. This article delineates a conceptual and structural framework for enhancing the professional competence of preservice teachers via self-directed learning (SDL). The research is founded on a theoretical examination of SDL and frameworks for teacher professional competence, involving conceptual modelling, expert validation, and a constrained pilot study within a university-level teacher education program. The model combines four main parts of professional competence: subject-pedagogical, didactic-methodical, communicative-collaborative, and reflective-autonomous. It also includes preservice teachers' readiness for self-directed learning, the cyclical processes of self-directed learning, and institutional support systems. An expert review verified the model's internal coherence, comprehensiveness, and practical applicability, while qualitative data from the pilot implementation demonstrated favourable changes in preservice teachers' goal-setting, utilisation of learning resources, reflection on practicum experiences, and ownership of professional development. The article contends that integrating self-directed learning (SDL) as a foundational principle in teacher education enhances the coherence among university coursework, classroom practice, and continuous professional development. The implications for curriculum design, mentoring, and assessment in teacher education are examined, along with the limitations of the existing modelling efforts and suggestions for additional empirical validation.
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