- Year 2024
- NSF Noyce Award # 2150926
- First Name Erin
- Last Name West
- Institution Appalachian State University
- Role/Position Project Personnel
- Proposal Type Lightning Talk
- Workshop Category Track 4: Noyce Research
- Workshop Disciplines Audience STEM Education (general)
- Target Audience Co-PIs, Evaluators/Education Researchers, Other Faculty/Staff, Project PIs
- Topics STEM content and/or convergent skills development, Supporting New Teachers/Induction
- Additional Presenter(s)
Rachel Shepherd, shepherdra@appstate.edu
Proposal
We have observed that beginning teachers (BTs) must handle a wide range of tasks and obligations in addition to acquiring instructional techniques and refining their teaching methods. These individuals may benefit from additional support for their ongoing professional growth (Kang, 2020, VanLone et al., 2022).Despite efforts to support BTs, the turnover rates in the education sector remain notably high, particularly among those teaching STEM subjects. To address this issue, we propose the concept of offering self-directed professional development opportunities through the use of micro-credentials. BTs would find value in a self-directed learning (SDL) model, based on adult learning theories by Knowles (1975) and Mezirow (1985). This model would provide support and direction and help them achieve their professional learning objectives.SDL typically involves assessing one’s learning needs, setting goals, planning, engaging in learning activities, and evaluating outcomes. This approach fosters a learner-centered environment, emphasizing independence, autonomy, freedom, and reflection. SDL often entails group collaboration, allowing learners control over topics, resources, strategies, and assessment, enhancing motivation and self-efficacy (Bandura, 1994; Eccles & Wigfield, 2002). The anticipated outcomes of our presentation include further insights into the utilization of self-directed learning to build self-efficacy as a professional development strategy in education.
