Purpose: The teaching personal and social responsibility model has been incorporated into out of school time programming globally, but there is limited research focused on how practitioners learn to use the model. Guided by occupational socialization theory, the authors used self-study to understand the experiences of a doctoral student as she developed and implemented a teaching personal and social responsibility-based program in an elementary after-school program. Method: Data were collected through reflective journaling and critical friend discussions. Results: Qualitative data analysis resulted in three turning points: (a) a planted seed needs light and rain, (b) an emerging bud with growing roots, and (c) rising in full bloom. High frustration was present at the start, but she grew to fully enjoy and utilize the model. Discussion/Conclusion: Self-study played a role in her ability to continue learning and growing. These findings reinforce the challenging but rewarding process of implementing novel instructional approaches.

目的：教学个人和社会责任模型已被纳入全球范围内的课外课程中，但关注从业者如何学习使用该模型的研究有限。在职业社会化理论的指导下，作者通过自学来了解一名博士生在小学课外项目中制定和实施基于个人和社会责任的教学项目的经历。方法：通过反思日记和批判性朋友讨论收集数据。结果：定性数据分析得出三个转折点：(a) 播种的种子需要阳光和雨水，(b) 萌芽生根，(c) 盛开。一开始她感到非常沮丧，但她逐渐完全享受并利用了这个模型。讨论/结论：自学在她继续学习和成长的能力中发挥了作用。这些发现强化了实施新颖教学方法的挑战性但有益的过程。