The self-study investigates my professional learning during participation, coordination and facilitation of a Curriculum Framework development project for Advanced Diploma in Adult Education with adult education academics from 10 South African universities. The potential for reflective questions as a key reflection and professional learning resource is also examined. Data were drawn from: my recorded experiences as teacher, education advisor, teacher educator and adult educator; transcripts of personal reflections and observations during workshops; audio recordings of workshop engagement; reading adult education as text and transcripts of participants’ responses to reflective questions. Content analysis revealed that use of reflective questions led to growth of my and participants’ professional learning, growth in my professional thinking and a re-assessment of my new role as teacher educator in adult education. The study was vital for challenging my beliefs and assumptions about collaborative engagement of adult education academics in Curriculum Framework development. Reflective questions emerged as a vital tool for reflection and professional learning which can promote systematic critical reflection and, consequently, professional learning and growth.

中文翻译：

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课程框架发展为讲师专业学习的空间：教师教育者的自学

自学调查了我在参与，协调和促进成人教育高级文凭课程框架开发项目过程中的专业学习，该项目由来自南非10所大学的成人教育学者提供。还研究了反思性问题作为主要反思和专业学习资源的潜力。数据来自：我作为老师，教育顾问，老师教育者和成人教育者的记录经验；研讨会期间的个人思考和观察成绩单；参加研讨会的录音；阅读成人教育，将其作为参与者对反思性问题的回应的文字和成绩单。内容分析显示，使用反思性问题可以促进我和参与者的专业学习，我的专业思想得到了发展，并重新评估了我在成人教育中作为教师教育者的新角色。这项研究对于挑战我关于成人教育学者在课程框架开发中的合作参与的信念和假设至关重要。反思性问题成为反思和专业学习的重要工具，可以促进系统的批判性反思，从而促进专业学习和成长。