School of Teaching and Learning Faculty Publications
Document Type
Article
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.
Copyright Statement
Publisher PDF
Repository Citation
Weaver, Joanna C.; Lavery, Matthew Ryan; and Heineken, Sarah, "Reflective Practice: The Impact of Self- Identified Learning Gaps on Professional Development" (2019). School of Teaching and Learning Faculty Publications. 50.
https://scholarworks.bgsu.edu/teach_learn_pub/50
Publication Date
Fall 2019
Publication Title
Journal of Empowering Teaching Excellence
Publisher
Utah State University
DOI
https://doi.org/10.15142/zf6t-z522
Volume
3
Issue
2
Start Page No.
54
End Page No.
74