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Effective Professional Development T...

Torrejon Capurro, Carolina Paz,

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Effective Professional Development That Sparks Creativity: ESL Teachers' Perceptions and Possibilities for Self-Directed Learning /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effective Professional Development That Sparks Creativity: ESL Teachers' Perceptions and Possibilities for Self-Directed Learning // Carolina Paz Torrejon Capurro.
Author:	Torrejon Capurro, Carolina Paz,
Description:	1 electronic resource (297 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-11, Section: A.
Contained By:	Dissertations Abstracts International86-11A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31939082
ISBN:	9798314876237

Effective Professional Development That Sparks Creativity: ESL Teachers' Perceptions and Possibilities for Self-Directed Learning /
Torrejon Capurro, Carolina Paz,

Effective Professional Development That Sparks Creativity: ESL Teachers' Perceptions and Possibilities for Self-Directed Learning /Carolina Paz Torrejon Capurro. - 1 electronic resource (297 pages)

Source: Dissertations Abstracts International, Volume: 86-11, Section: A.

This dissertation examined the limitations of traditional professional development (PD) programs for English as a Second Language (ESL) educators and explored the potential of a self-directed, non-traditional PD model to enhance creative teaching practices. Grounded in sociocultural theory (SCT) and contemporary frameworks of creativity, the study investigated ESL teachers' past experiences with conventional PD and their evolving perceptions of PD when it is designed to be teacher-led and creativity-focused. This research outlined a 13-week online PD intervention conducted via Zoom, engaging 11 ESL teachers from diverse educational settings in the United States and abroad. Employing a mixed methods case study approach, qualitative data were gathered through in‐depth interviews, participant observations, reflective journals, focus groups, and analysis of teaching artifacts. Quantitative measures, including a self-rating scale administered at three intervals, were used to capture shifts in teachers' self-perceived creativity over the duration of the intervention. Findings indicated that when teachers are empowered to design and direct their own PD, they experienced renewed enthusiasm for professional growth and reported significant improvements in their ability to integrate creative strategies into classroom practice. Participants noted that the self-directed model fostered a collaborative environment that not only supported the development of innovative teaching methods but also reinforced their professional identity as creative educators. This research contributed to the literature by demonstrating that a teacher-centered, self-directed PD approach can address longstanding shortcomings of traditional PD formats, including their lack of relevance, limited sustainability, and minimal impact on classroom practice. The study suggests that reimagining PD to focus on teacher autonomy and creativity may lead to more effective, lasting changes in instructional practices, ultimately enhancing both teacher and student outcomes. Future research is encouraged to explore the scalability and long-term impact of such self-directed PD models in diverse educational settings, but especially in under-researched contexts such as ESL.

English

ISBN: 9798314876237Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Collaborative learning

Effective Professional Development That Sparks Creativity: ESL Teachers' Perceptions and Possibilities for Self-Directed Learning /
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520 $a This dissertation examined the limitations of traditional professional development (PD) programs for English as a Second Language (ESL) educators and explored the potential of a self-directed, non-traditional PD model to enhance creative teaching practices. Grounded in sociocultural theory (SCT) and contemporary frameworks of creativity, the study investigated ESL teachers' past experiences with conventional PD and their evolving perceptions of PD when it is designed to be teacher-led and creativity-focused. This research outlined a 13-week online PD intervention conducted via Zoom, engaging 11 ESL teachers from diverse educational settings in the United States and abroad. Employing a mixed methods case study approach, qualitative data were gathered through in‐depth interviews, participant observations, reflective journals, focus groups, and analysis of teaching artifacts. Quantitative measures, including a self-rating scale administered at three intervals, were used to capture shifts in teachers' self-perceived creativity over the duration of the intervention. Findings indicated that when teachers are empowered to design and direct their own PD, they experienced renewed enthusiasm for professional growth and reported significant improvements in their ability to integrate creative strategies into classroom practice. Participants noted that the self-directed model fostered a collaborative environment that not only supported the development of innovative teaching methods but also reinforced their professional identity as creative educators. This research contributed to the literature by demonstrating that a teacher-centered, self-directed PD approach can address longstanding shortcomings of traditional PD formats, including their lack of relevance, limited sustainability, and minimal impact on classroom practice. The study suggests that reimagining PD to focus on teacher autonomy and creativity may lead to more effective, lasting changes in instructional practices, ultimately enhancing both teacher and student outcomes. Future research is encouraged to explore the scalability and long-term impact of such self-directed PD models in diverse educational settings, but especially in under-researched contexts such as ESL.
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