MirrorMe@work: a theory-informed methodology to support novice teachers’ individual and collective professional development at the workplace

Activity: Talk or presentation typesOral presentationAcademic

Description

Novice teachers are often discouraged by the problems they encounter in their daily professional practices and they (still) feel unable to cope with. This is also reflected in high drop-out rates in the early stages of teachers’ careers. In this pa-per a theory-informed methodology to support novice teachers’ individual and collective professional development at the workplace is proposed. This method-ology, called MirrorMe@work, strives to reduce teachers professional loneliness, increase their confidence and reduce stress, through technology-enhanced support of self-and co-regulation, (collective) reflection and knowledge co-creation pro-cesses, informed by (shared) memorable moments and critical incidents teachers experience in their practices. Future and further research is needed to determine whether the MirrorMe@work method supports novice teachers as intended and whether this indeed reduces novice teachers’ drop-out rates.
Period7 Oct 2021
Event title20th World Conference on Mobile, Blended and Seamless Learning
Event typeConference
Conference number20
LocationTallinn, Estonia
Degree of RecognitionInternational

Keywords

  • Lifelong Learning
  • Professional development
  • reflection support
  • Critical incidents
  • Workplace learning
  • Learning on the job
  • Self regulated learning
  • Situated learning
  • Feedback