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Humanities
- ISSN: 2155-7993
- Journal of Modern Education Review
Getting Them Fresh: How to Cultivate New Teachers into Becoming
Self-regulated Learners in Their Role as Teachers
Inger Carin Erikson, Anders Tveit
(BI Norwegian Business School, Oslo, Norway)
Abstract: Research matters more than teaching when it comes to tenure and positions, which makes it difficult to engage faculty in developing their teaching practice. In this paper, we raise the question of whether we are able to engage our faculty in professional development; if we intervene when they are new as teachers (Lueddeke, 2003), and if we use the sustainable feedback approach (Carless et al., 2011). Our goal is not only to engage faculty but also to turn the min to lifelong self-regulated learners who will later seek advice end pursue further development when needed. The sustainable feedback approach, with dialogue at it score, has been used in a part of a new teacher program involving mentoring. The mentor has observed and videotaped one or more teaching sessions, which can later be accessed by the participant at anytime. We have used a survey to explore these issues. Our results are inconclusive, but we believe the rear still preliminary insights to be gained. We have not previously seen studies where the sustainable feedback approach has been used in professional development, and we think there is more research needed before it can be concluded whether this is a fruitful approach. Further research should also take into account questions regarding motivation, the duration of a new teacher program and the involvement of Departments.
Key words: professional development, sustainable feedback, self-regulating learners, scholarship of teaching,
changing instructional practices, new teacher
