publisher
Self-assessment as a heutagogical mechanism for double-loop learning in teacher induction
- Source
- Frontiers in Education
- Published
- Last verified
- 9 Aug 2026
- Confidence
- Moderate
- Evidence
- Original document retained
- Reading time
- 1 min
- Country
- International
- Relevant to
- Operations & Delivery, Partners & Funders, Research & Evidence
Executive summary
What happened, and why should leadership care?
A study in 'Frontiers in Education' explored the impact of self-assessment on novice teachers' professional growth, conceptualizing criteria-making as a form of 'heutagogical evaluative agency'. The research investigated whether this process facilitates 'assumption-questioning and double-loop reflection' among first-year teachers. Through qualitative analysis of collaborative presentations and self-assessment reports from 31 participants, the study aimed to determine if allowing teachers to construct and apply their own evaluation criteria could enhance their development beyond externally imposed standards.
Why this matters
Why is this strategically important?
This research is strategically important because it suggests a shift from externally dictated professional development to a more empowered, self-directed model for skill and competency enhancement. Enabling individuals to define and evaluate their own growth pathways can lead to deeper learning and more sustainable development outcomes, which has broad applicability across professional sectors for talent management and performance improvement.
Key insights
What should be noted from the evidence?
- The study focused on self-assessment as a heutagogical mechanism for double-loop learning in teacher induction.
- It investigated whether allowing novice teachers to construct and apply their own evaluative criteria fosters professional growth.
- The research examined if criteria-making creates opportunities for 'assumption-questioning and double-loop reflection'.
- A qualitative, interpretive document-analysis design was employed in two induction workshops with 31 first-year teachers.
- Participants collaboratively generated and operationalized assessment criteria, then selected 4-6 criteria for self-assessment reports.
Evidence and confidence
How far can this assessment be trusted?
Moderate confidence. Provenance established; supporting evidence remains partial.
Analysis is prepared editorially by Aziz Shuaib Ausi. The original publication remains the authoritative record, and executive judgement remains entirely human.
Source
Where does this originate?
Reported by Frontiers in Education · International. This briefing summarises the publication for executive use; the document itself is not reproduced here.
Read the original publication