|Published online: July 20, 2016||$US5.00|
This article describes the experiences of a group of specialist teachers participating in a two-year post-graduate professional program. In this program, students were required to set learning goals against a set of competencies, make decisions regarding which learning material they would engage, and provide artefacts from their learning and professional experiences to demonstrate their learning against the competencies. Data collected from students at the end of the first year of the program is presented to highlight the challenges that learners encountered with this process and the reasons why they found it difficult. Recommendations for future practice are suggested.
|Keywords:||Learner Autonomy, Learner Ownership, Negotiated Learning|
The International Journal of Pedagogy and Curriculum, Volume 23, Issue 3, September 2016, pp.35-51. Article: Print (Spiral Bound). Published online: July 20, 2016 (Article: Electronic (PDF File; 423.658KB)).
Associate Professor, Institute of Education, Massey University, Palmerston North, Manawatu, New Zealand
Senior Lecturer, Institute of Education, Massey University, Palmerston North, Manawatu, New Zealand