Speakers
Description
In higher education language teaching, rapid technological change and diverse student needs challenge traditional top‑down professional development, which often fails to produce sustainable growth. This study examines the “catch fish effect” within Self‑Directed Professional Development (SDPD), emphasising educator agency and autonomy. Findings show that self‑guided inquiry enhances motivation, resilience, pedagogical innovation, and job satisfaction. With institutional support, SDPD fosters a sustainable culture of lifelong learning, enabling language educators to thrive in evolving academic contexts.
Short summary
Higher education language teaching faces rapid change, making traditional top-down professional development ineffective. This study explores the “catch fish effect” in Self-Directed Professional Development (SDPD), empowering educators to set goals and innovate. A Hong Kong case study shows SDPD enhances motivation, resilience, and pedagogy, supported by institutional resources.
References
Artman, B., Danner, N., & Crow, S. R. (2020). Teacher-Directed Professional Development: An Alternative to Conventional Professional Development. International Journal of Self-Directed Learning, 17(1), 39.
Stockwell, G. (2025). Self-Directed Professional Development. In: McCallum, L., Tafazoli, D. (eds) The Palgrave Encyclopedia of Computer-Assisted Language Learning. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-51447-0_277-1
Keywords
Cat fish Effect, Conventional PD, HigherEd, SDPD
Special scheduling requests
Saturday morning
Abstract
In higher education language teaching (HigherEd), educators face dynamic challenges, including technological shifts, diverse student needs, and evolving pedagogical standards. Conventional top-down Professional Development (PD) often fails to foster long-term growth, leading to fragmented skills and transient engagement (Artman et al, 2020; Stockwell, 2025). This research explores the transformative potential of the "catch fish effect" within Self-Directed Professional Development (SDPD) for language educators. Rooted in the adage "teach to fish," this approach prioritizes empowerment over dependency, equipping educators with agency to identify their learning goals, curate resources, and implement context-specific strategies autonomously.
SDPD, amplified by the catch fish effect, cultivates intrinsic motivation, resilience, and adaptability which are critical traits in HigherEd’s fluid environment. By shifting from prescribed training to self-guided inquiry, educators develop sustainable habits: reflecting on practice, leveraging digital communities, and iterating methods. Our case study conducted at a Hong Kong public university reveals enhanced pedagogical innovation, job satisfaction, and student outcomes when educators "own" their growth. We argue that institutional support through mentorship, resource access, and recognition can amplify this effect, turning isolated upskilling into a culture of lifelong learning. Ultimately, embedding the catch fish effect in SDPD frameworks ensures language educators not only navigate but thrive amid change, driving excellence in global academic contexts.
| Scheduling preference | Special request (enter below) |
|---|---|
| Title | "Catch Fish Effect" for Sustainable SDPD in HigherEd Language Education |