The experiences of out-of-field intermediate phase educators with self-directed learning

Abstract

This study explored the experiences out-of-field (OOF) intermediate phase educators have with self-directed learning (SDL). The theoretical framework for this study explores the way in which self-directed learning is defined by different authors and what the literature says about self-directed learning at intermediate phase. The study goes onto link self-directed learning at intermediate phase level with the out-of-field teaching phenomenon and who the educators who fall into this phenomenon experience self-directed learning. A mixed-methods research methodology with a sequential exploratory process signature was used to collect data. The sampling method used during the qualitative phase of the research was the purposive sampling method as participants needed to meet certain criteria in order to participate in the study. The purposive sample included five participants. The sampling method used during the quantitative phase of the research was the snowball method as the population of participants who meet the participation requirements are difficult to identify. The snowball sample included 27 participants. Semi-structured interviews were used as the data collection tool during the qualitative phase of the study, and a web-based questionnaire was used as the data collection tool during the quantitative phase. The findings indicated that out-of-field intermediate phase educators experience challenges delivering subjects outside of their field of expertise, but recognised that developing self-directed learning skills and competencies is valuable. These challenges and the lack of understanding around self-directed learning and how it is developed could be affecting the development of SDL competency throughout formal schooling. More needs to be done to equip educators to encourage the use and development of SDL hard and soft skills so that learners can enter adulthood and higher education with the skills they need to be self-directed in their learning. It was also found in this study that there are few studies contributing to the literature and understanding of both the out-of-field phenomenon and self-directed learning in primary school learners.