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Delhi Institute of Pharmaceutical Sciences and Research
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Papers by Kerri Burchill
Advances in Educational Marketing, Administration, and Leadership
This chapter suggests a new framework for thinking about the role of informal mentoring in higher... more This chapter suggests a new framework for thinking about the role of informal mentoring in higher education based on the persistently changing role of education. The chapter provides the findings from a qualitative research study that examined how the lived experiences of three novice professors guided their engagement in informal mentoring opportunities. The study offers evidence to capture how engagement in mentoring opportunities improved the quality of teaching. With each mentoring opportunity, these three professors gained knowledge and skills that they integrated into their classrooms to be more effective teachers. The conclusions address the following areas: the importance of previous lived experiences as a catalyst for in engaging in mentoring opportunities; the importance of mentoring having an informal structure, one where they controlled the learning direction; the nature and ramifications of the informal versus formal aspects of this process; and the findings in this stu...
Handbook of Research on Critical Thinking and Teacher Education Pedagogy, 2019
The contemporary demands of the education environment today require that teachers refine their re... more The contemporary demands of the education environment today require that teachers refine their reflective thinking skills and shift towards the deeper critical thinking skills inherent in reflexive thinking. Reflexivity is a deeper level of critical thinking that assumes a degree of metacognition and “knowing-in-action” (Schon, 1983, p. 50). Metacognition is a critical tool in helping individuals become more aware of their deeply seeded biases and tacit assumptions about the way the world works. Through a phenomenological analysis of four individual case studies, this study found that student feedback was a key catalyst for building reflexivity skills. Specifically, the study details the key ways by which feedback prompted novice teachers to metacognitively think through their knowing-in-action and ultimately improve their teaching practice. The research details important implications in three areas: 1) practice, 2) theory, and 3) future research.
This qualitative case study explored the processes and practices three novice professors used to ... more This qualitative case study explored the processes and practices three novice professors used to develop their pedagogical skills after attending formal professional development activities or programs. Data for the study included transcriptions of two interviews, pedagogical artifacts, and field notes of classroom observations. The data set was analyzed using a combination of systematic coding, thematic analysis, and the development of grounded theory. The study found that participants instinctively developed their pedagogical skills by engaging in a learning cycle that involved preparing to teach, teaching, reflecting on their teaching experiences, developing new pedagogical strategies that enhanced their instructional practice, and implementing new pedagogical strategies in subsequent teaching experiences. Overall, the participants identified that incidental learning opportunities were most influential in developing their pedagogical skills. Implications for theory, practice, and ...
Advances in Educational Marketing, Administration, and Leadership
This chapter suggests a new framework for thinking about the role of informal mentoring in higher... more This chapter suggests a new framework for thinking about the role of informal mentoring in higher education based on the persistently changing role of education. The chapter provides the findings from a qualitative research study that examined how the lived experiences of three novice professors guided their engagement in informal mentoring opportunities. The study offers evidence to capture how engagement in mentoring opportunities improved the quality of teaching. With each mentoring opportunity, these three professors gained knowledge and skills that they integrated into their classrooms to be more effective teachers. The conclusions address the following areas: the importance of previous lived experiences as a catalyst for in engaging in mentoring opportunities; the importance of mentoring having an informal structure, one where they controlled the learning direction; the nature and ramifications of the informal versus formal aspects of this process; and the findings in this stu...
Handbook of Research on Critical Thinking and Teacher Education Pedagogy, 2019
The contemporary demands of the education environment today require that teachers refine their re... more The contemporary demands of the education environment today require that teachers refine their reflective thinking skills and shift towards the deeper critical thinking skills inherent in reflexive thinking. Reflexivity is a deeper level of critical thinking that assumes a degree of metacognition and “knowing-in-action” (Schon, 1983, p. 50). Metacognition is a critical tool in helping individuals become more aware of their deeply seeded biases and tacit assumptions about the way the world works. Through a phenomenological analysis of four individual case studies, this study found that student feedback was a key catalyst for building reflexivity skills. Specifically, the study details the key ways by which feedback prompted novice teachers to metacognitively think through their knowing-in-action and ultimately improve their teaching practice. The research details important implications in three areas: 1) practice, 2) theory, and 3) future research.
This qualitative case study explored the processes and practices three novice professors used to ... more This qualitative case study explored the processes and practices three novice professors used to develop their pedagogical skills after attending formal professional development activities or programs. Data for the study included transcriptions of two interviews, pedagogical artifacts, and field notes of classroom observations. The data set was analyzed using a combination of systematic coding, thematic analysis, and the development of grounded theory. The study found that participants instinctively developed their pedagogical skills by engaging in a learning cycle that involved preparing to teach, teaching, reflecting on their teaching experiences, developing new pedagogical strategies that enhanced their instructional practice, and implementing new pedagogical strategies in subsequent teaching experiences. Overall, the participants identified that incidental learning opportunities were most influential in developing their pedagogical skills. Implications for theory, practice, and ...