%0 Journal Article
%T Professional Development for Learning Advisors: Facilitating the Intentional Reflective Dialogue
%A Satoko Kato
%J Studies in Self-Access Learning Journal
%D 2012
%I 
%X This paper describes a study which explored how intentional reflective dialogue with an interlocutor can deepen Learning Advisors¡¯ (advisors¡¯) reflective learning in terms of their own professional development (PD). As one of the key roles of advisors in self-directed language learning is to activate learners¡¯ reflective learning processes, it is worthwhile for advisors to experience reflective learning process for themselves as a part of a PD program. Eight advisors, with experience ranging fromone to three years, participated in this study. Each had two interviews with the interlocutor (the author). Although most of the advisors often self-reflect and have conversations regarding advising with colleagues, the reflective dialogue which was intentionally structured for training purposes resulted in advisors being engaged in a different type of self-reflective approach. The results of the study showed there are potential benefits for developing a continuing PD program for experienced advisors by introducing the reflective dialogue.
%K reflective dialogue
%K continuing professional development
%K training
%K learning advisor
%K self-access center
%U http://sisaljournal.org/archives/march12/kato/