If professional development is truly to meet the needs of teachers, it should be self-directed.
According to Hyslop-Margison and Sears:
Teachers cannot be expected to prepare autonomous, reflective and politically engaged citizens unless they possess the professional autonomy and political freedom to act as role models for their students. Professional autonomy for teachers is not merely a fundamental requirement of quality education, but for creating students who become engaged and politically active democratic citizens.
Hyslop-Margison, E.J., & Sears, A.M. (2010). Enhancing teacher performance:
The role of professional autonomy. Interchange, 41(1), 1–15.
Teachers are in the best position to judge the direction for their professional growth, and therefore need to exercise their professional autonomy when it comes to choosing professional development.