Self-assessment as a heutagogical mechanism for double-loop learning in teacher induction

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 it matters

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

• 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.
• The data corpus included two collaborative presentations and 31 individual self-assessment reports.

Source

Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1927768