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Cassie Hudson, Meranda Roy, and Nancy Fire University of North Texas

Explore transformative learning of novice educators via critical reflection. Learn teaching skills and boost self-efficacy in a supportive community like GSTEP.

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Cassie Hudson, Meranda Roy, and Nancy Fire University of North Texas

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  1. Increasing Understanding of Transformative Learning Experiences of Novice Educators Through Critical Reflection Cassie Hudson, Meranda Roy, and Nancy Fire University of North Texas 2018 Transformative Learning Conference

  2. Two Major Goals of GSTEP 1. Increase competency in the implementation of teaching skills for effective student learning. 2. Increase individual self-efficacy related to teaching.

  3. Building Your GSTEP Community: Key Components

  4. Peer mentoring

  5. GSTEP 2 30 hours GSTEP 1 20 hours Engaged Learning 101 Engaged Learning 201 Face-to-Face Orientation Seminar Teaching Skills Seminar Discovering Your Teaching Assumptions Seminar Microteaching Seminar COP 2 COP 1 Embedding Engaging Strategies Seminar Practicum Practicum Critical Reflection Critical Reflection Teaching Philosophy

  6. Facilitation Feedback Program Assessment Presentations Technology Program Design Mentor Roles Individual Students

  7. ACTIVITY: What makes a great teacher?

  8. Part 1: What makes someone a “great” teacher? Refer to the list of guiding questions provided. You do not have to address every question—they’re just suggestions. Spend a few minutes reflecting on the guiding questions and writing responses on the post-it provided. Place each post-it note on the paper assigned to your group.

  9. Part 2: Discussion & Compilation Review the post-it notes. Spend a few minutes discussing common themes and points of disagreement/clarification.

  10. Part 3: Choose As a group, decide on the one factor you believe is most important for being a great teacher.

  11. “Your assumptions are your windows on the world. Scrub them off every once in a while, or the light won't come in.” Issac Asimov

  12. What are assumptions? Structuring assumptions we use to order the world Paradigmatic Adults are self-directed learners. Assumptions about what we think should be happening in a particular situation The best teaching allows students to take charge of their learning. Prescriptive

  13. Four Stages of Critical Reflection Assumption Analysis What do you believe to be true? Contextual Awareness Realization that our assumptions are socially and personally created Imaginative Speculation Imagining alternative ways of thinking to find better ways of doing things Reflective Skepticism Questioning claims of universal truths

  14. Our Findings

  15. Introduction Purpose: To demonstrate levels of transformative learning of GSTEP participants through analysis of critical reflections Participants: Level 1 and 2 GSTEP participants (68 total) Data Collection: Critical reflection essays • First level: guiding questions • Second level: critical reflection module

  16. Premise Reflection *Adapted from Mezirow (1991) and Kember et al. (1999)

  17. Emerging Themes

  18. Creating Learning Environments “The most significant thing I learned in GSTEP was that I had fallen prey to the general perception that a learning environment involved a unidirectional flow of material from the educator to the student … I discovered that my most memorable educational experiences where situations that involved instructor engagement and unfettered interaction between and amongst the instructor and students.”

  19. Mentoring

  20. Development as a Teacher “Before the G-Step program, it never occurred to me that teaching is something individuals must learn to do. The G-Step program gave me the opportunity to understand the teaching is an ‘art’ that can be learnt especially if one intends to become the best teacher he/she can be.”

  21. Instructor’s Roles

  22. Teacher-Student Interactions

  23. Teaching Strategies “Prior to the program, I assumed that a college-level lesson plan would be developed through reading a variety of textbooks and then selecting the best option for my learning objectives with a few news articles or videos sprinkled in, then asking students to participate in discussions, take quizzes, and sit through exams. Now, I understand that instruction can be more interactive and engaging for students and am inspired to test these innovative methods.”

  24. New Discoveries

  25. Thank You Cassie Hudson, Meranda Roy, and Nancy Fire gstep@unt.edu

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