Self directed learning experiences of teachers

This study aimed to examine the self-directed learning practices of teachers, who are assumed to have high motivation for self-directed learning, in their professional and non-professional areas. In the study, the biographical narrative method was preferred, and these narratives were analyzed with the documentary method. Eighteen English teachers working in public high schools in Yenimahalle district of Ankara province were included in the study by means of theoretical sampling. The research findings showed that the experiences of the participants were reflected in their self-directed learning practices in different ways, both in the professional and non-professional areas. While the supportive family attitude, teacher figures and positive institutional structure lead the participants to self-directed learning in a wider area; Lack of supportive family attitude and negative socio-economic experiences in the career choice process lead the participants to a more limited self-directed learning pattern. Moreover, within the scope of the study, it was seen that the participants used both online and printed resources in self-directed learning activities related to their profession, and they focused on research on content knowledge in this field. In addition to the above findings, it was also found that the participants enjoyed reading books, going to courses, watching movies, doing sports and traveling. In addition, it was observed that these activities of the participants outside the school were also reflected in their teaching practices. As a result of the analysis of the narratives of the participants with the documentary method, two different teacher typologies were reached. The first of these is the teacher who experiences self-directed learning in a wider area, connects his life outside of teaching with his profession, does extra-curricular activities, spares time for one-on-one meetings with parents and students, and can take initiative when it comes to learning needs. In the biographical background of these teachers, it is possible to see that the transfer of cultural capital and families are closely interested in them academically and psychologically.It has been observed that the second type of teacher, which emerged as a result of the analysis of the data, concentrates self-directed learning activities on content knowledge, does not associate his life outside of teaching with his profession, and is reluctant about extracurricular activities and out-of-school student-parent meetings. When the biographical backgrounds of these teachers were examined, it was revealed that literacy practices were not frequently experienced in their families and that they could not receive support from their families in their school life. In addition, it is possible to see that teachers who have been under the influence of negative socio-economic conditions while choosing the teaching profession are also in the second teacher typopy. At the end of the research, it was seen that teachers' self-directed learning experiences were a multivariate structure. It has been suggested that policy makers and researchers interested in teacher learning should consider the different dimensions of teacher learning while managing the processes related to the subject.