Different Aspects And Theoretical Frameworks For Self-Directed Learning

Early childhood teachers and primary teachers require continuing professional development, upgrading of knowledge, acquiring new and deepening the already acquired skills. In order to continually improve, it is not enough to attend courses, seminars, and lectures. In addition to that (or instead of that) it is crucial to learn independently, whether in the workplace or outside of it. The primary goal of this study was to stress the importance of self-directed learning (SDL) in the context of lifelong learning initiatives. Different conceptions of SDL will be presented, and special attention will be given to the differentiation of linear and interactive models. A distinction of formal, non-formal, informal education is also relevant for the concept of self-directed education and will be presented in the context of continuing professional development and adult education. Special attention will be given to professional development of early childhood teachers and primary teachers with an emphasis on their competencies and beliefs about the applicability of SDL principles in their work. This analysis will provide educators and policymakers with some guidelines for transfer of knowledge and information about SDL/education from adult education to early and primary childhood education, challenging the prevailing belief that young children are not ready or able to harness the benefits of the self-directed education environment.