Self-Assessment of Professional Growth Through Reflective Portfolios

Nickel, Jodi

doi:10.7202/1015640ar

Cited by 4 publications

(2 citation statements)

References 17 publications

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“…The fourth major benefit that we identified from the survey data involved the peer mentors' ability to ask probing questions that made the first-year students to think more deeply about their field placement experiences (8 comments from 53 surveys). Another member of our MRU Education Department has previously observed that first-year students in our teacher education program often take a surface approach when they are journaling about their field placement experiences (Nickel, 2013). They simply describe the setting of a classroom rather than questioning and probing the learning and teaching transactions taking place within this environment.…”

Section: Probing Questions To Think Deepermentioning

confidence: 99%

To Teach is to Learn Twice: The Power of a Blended Peer Mentoring Approach

Vaughan

Clampitt

Park

2016

T&LI

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Two students at a Canadian university perceived there was a lack of opportunities for peer mentoring support in their teacher education program. They approached a faculty member to co-create and research a blended peer mentoring support program embedded in a first-year education course. This study documents the journey of these two students as co-inquirers in a Scholarship of Teaching and Learning (SoTL) project. Through online surveys and interviews, first-year teacher candidates and faculty involved in the blended peer mentoring program identified four key benefits: new perspectives and expansion of ideas, positive and encouraging reinforcement, supportive connection with second-year students, and probing questions to think more deeply. Conversely, three major challenges were uncovered with the use of digital technologies to support this blended approach to peer mentoring: lack of email notification from the institution's learning management system (LMS) with regards to the peer mentors' online contributions, the impersonal nature of online peer mentoring, and the limited number of peer mentors. The major recommendation from this study was to create a blended program assignment to provide all second-year teacher candidates with the opportunity to learn how to serve as peer mentors to students just entering the teacher education program.

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Section: Probing Questions To Think Deepermentioning

confidence: 99%

To Teach is to Learn Twice: The Power of a Blended Peer Mentoring Approach

Vaughan

Clampitt

Park

2016

T&LI

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“…A Professional Self-development Critical Reflection Scale (PSCRS) is indeed originally designed and validated to be a psychometrically sound tool which is purposefully used as a self-report questionnaire to measure the variable of students' professional self-development (see Appendix E). When drafting this research tool, the research team uses the ideas of Nickel (2013). Self-directed learning and self-education skills are measured with the Self-directed Learning Skills Scale (SLSS) that is constructed and validated by Ayyildiz and Tarhan (2015).…”

Section: Research Methods and Data Collection Instrumentsmentioning

confidence: 99%

Reshaping the University Curriculum through the Visiting Lectureship

Bobrytska

Krasylnykova

Батечко

et al. 2020

IJLTER

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The purpose of the study is to investigate how visiting lectureship is capable to reshape and improve the university curriculum for four different majors such as educational policy, instruction, healthcare, and technology. The research is significant because it addresses some current challenges forming a crisis of higher education such as an instructional challenge, a fiscal challenge, a birth rate-related challenge, and a graduate employment challenge. This study combines exploratory and quasi-experimental research methods, and Baseline Study Survey Questionnaires (BSSQ), Questionnaire to Measure Research Skills (QMRS), The students’ research activeness checklist, Professional Self-development Critical Reflection Scale (PSCRS), along with Self-directed Learning Skills Scale (SLSS) are the research instruments used in this study. The sample used are 184 (169 students and 15 lecturers), and key data are drawn from the assessment of students’ research skills and activeness, professional self-development, self-directed learning and self-education skills, and professional socialisation by students themselves and their teachers before and after the intervention. The stakeholders’ perceptions of visiting lectureship such as students, lecturers, and representatives of the host organisations are studied using the focus group interviews. It is found that visiting lectureship reshapes and improves the university curriculum of four different majors namely: educational policy, instruction, healthcare, and technology. Add to this, visiting lectureship positively influences students’ research activeness, professional self-development, self-directed learning & self-education skills, and professional socialisation, and it is positively perceived by students, lecturers, and representatives of the host organisations. Visiting lectureship also increases lecturers’ motivation to provide a higher quality of instruction. Besides, it benefits the potential employers as these are involved in the educational process at the early stage of the programme in its design and updating, which will result in a more competent and competitive staff for them to hire.

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