Abstract:

Early childhood teacher and primary teacher profession require continuous professional development, upgrading of knowledge, acquiring new and deepening acquired skills. In order to constantly improve, it is not enough to attend courses, seminars and lectures. In addition to that (or instead of that) it is important to learn independently, whether in the workplace or outside of it. The main goal of this study was to stress the importance of self-directed learning in the context of life-long learning initiatives. Different conceptions of self-directed learning 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 continuous 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 self-directed learning principles in their work. This analysis will provide educators and policymakers with some guidelines for transfer of knowledge and information about self-directed learning/education from adult education to early and primary childhood education, challenging the predominant belief that young children are not ready or able to harness the benefits of the self-directed education environment.

Keywords:

Self-directed learning, Self-directed education, Life-long learning, Professional development.