How Am I Doing? Using Self-Mentoring Practices to Improve a Tenure-Track Faculty's Online Instructional Strategies

Autor/in	Muhayimana, Théophile
Titel	How Am I Doing? Using Self-Mentoring Practices to Improve a Tenure-Track Faculty's Online Instructional Strategies
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 31 (2023) 3, S.312-334 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2023.2202475
Schlagwörter	Mentors; College Faculty; Teaching Methods; Teacher Attitudes; Tenure; Teacher Improvement; Instructional Improvement; Online Courses; Graduate Students; Teacher Student Relationship; Social Emotional Learning; Metacognition; Test Construction; Faculty Development; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Amtszeit; Beschäftigungsdauer; Unterrichtsqualität; Online course; Online-Kurs; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Teacher student relationships; Lehrer-Schüler-Beziehung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Testaufbau
Abstract	Junior faculty members face pressure to excel in the threefold mission of their assignment (teaching, research, and service) because the tenure process is complex and requires one to balance many diverse and competing demands. This qualitative study analyzed the self-mentoring practices of a tenure-track faculty who strove to improve his instructional practices in online courses. The study used online surveys and collected data from 363 graduate students. The findings indicated that students appreciated the instructor's instructional techniques for connecting with learners, creating classroom interaction, providing constructive feedback, and remaining approachable and caring. Given the stressful nature of untenured faculty's challenges inherent to online graduate courses, this study suggests self-mentoring is an effective reflective practice for new faculty to enhance their instructional practices. The study further recommends the development of faculty social-emotional competencies, the promotion of faculty self-reflective practices, and the use of faculty self-designed mid-term evaluation for instructional improvement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01