Bouchard , Paul TITLE Self - Directed Professionals and Autodidactic Choice : A Framework for Analysis

Studies of self-directed learning (SDL) have generally concentrated on who self-directed learners are and what/how they learn. In 1980, Gibbons et al. used biographies of 20 "expert" self-directed learners to explore the principles and determinants of SDL. Tough (1967), Guglielmino (1977), and Spear and Mocker (1984) have respectively characterized SDL as primarily a pedagogical variable, psychological variable, and systemic variable. In so doing, they have successively shifted the focus of research on SDL from the learning project to the individual learner and to the circumstances surrounding SDL activities. In addition, the following three paradigms may be associated with mainstream literature in the field of SDL: (1) the contingency control paradigm, according to which the determinants of SDL are contingent upon external forces; (2) the psychodynamic paradigm, which focuses on behavior as a response to needs, inner impulses, and innate :nstincts; and (3) the systemic paradigm, according to which human experiences/activities (including SDL) are inseparable from the myriad factors and events constituting a person's past and present "life field." Together, these three paradigms can serve as a framework for classifying individuals' explanations of why and how they came to acquire their professional skills in a self-directed manner. (Contains 32 references.) (MN) **************************** ************************************** * Reproductions supplied by EDRS are the best that can be made * from the original document. *********************************************************************** SELF-DIRECTED PROFESSIONALS AND AUTODIDACTIC CHOICE A Framework for Analysis By Paul Bouchard U S DEPARTMENT OF EDUCATION 0,Ice or Etto Won. Rosen cn ana imps. men: EDU .ATIONAL RESOURCES INFORMkTION CENTER fERICi his document has been reproduced as received from the person or organization originating it 0 Minor changes have been made to improve reproduction quality Points of view Of opinions stared rn this document do not necessarily represent official OERI position or policy -PERMISSION TO REPRODUCE THIS MAT R!AL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." The following is a proposed framework for analyzing the results of a series of interviews on the subject of autodidactic choice among self-directed professionals. A rationale will be offered for conducting a study among :1,H-directed professionals, and the concept of autodidactic choice will be presented. A framework for analysis will be derived from the writings of three influential authors 1n the field of Self-Directed Learning. The "Self-Directed Professional" Workers and professionals whose occupations demand high-level skills and an appreciable degree of expertise have reported that their work-related competencies were acquired outside formal settings. Gibbons' (1980) landmark study of self-directed experts has shown that certain "exceptional" individuals have become prominent authorities in their field, while eschewing formal training. While Gibbons' methodology involved the analysis of self-directed experts' biographies, the present study calls for interviews with "Self-Directed Professionals" who havt. acquired, outside formal learning situations, the knowledge and skills required for the exercise of their occupation. For the purpose of this investigation, 12 individuals were identified as having acquired post-secondary level, work-related skills outside formal settings. Contrary to Gibbons' sample, these people are "exceptional" only in that they have managed to learn without attending school. Also diverging from Gibbon's methodology, which depended on written biographies and therefore did not involve the subjects' participation in the research, the subjects identified for this study are capable of articulating the reasons, purposes and circumstances that have led to their learning venture. Tough (1971) submits that learners usually engage in learning