Using the Self-Determined Learning Model of Instruction for Teachers to Set Goals to Enhance Their Inclusive Education Practices

Abstract

Self-determination is an essential outcome for all people; however, teacher self-determination has been under-studied. The present study describes how two teacher preparation programs used the Self-Determined Learning Model of Instruction (SDLMI) with 57 pre- and in-service teachers who set and monitored goals to enhance their inclusive practices and supports. We analyzed the goals teachers set to improve their inclusive practices, goal quality and attainment, and whether goal quality predicted goal attainment. We found that most teachers set goals that required a team approach, including making the environment or curriculum accessible and co-planning. Teachers generally created high-quality goals, with many teachers self-reporting that they made expected or better-than expected progress on their goals. Teacher goal quality was predictive of self-reported goal attainment. We discuss how teacher preparation programs can use the SDLMI to support teachers in creating their goals, measuring their progress, and potentially improving their implementation of essential and best practices to advance inclusive education.