New to facilitating self-directed learning: the changing perceptions of teachers

Abstract

This paper reports on a study examining the attitudes and perceptions of a group of in-service teachers who are new or relatively new to facilitating self-directed learning (SDL) before and after they taught a course with an integrated SDL component. The study also investigates the impact on those teachers’ attitudes of an orientation package designed to familiarise teachers with the concept of SDL and support them in promoting it to students of the course. The study took place in a university setting with teachers of English for Academic Purposes course with an integrated SDL component.