When you start teaching at a university, there is no handbook on what to do (Mueller, 2003). It is assumed that prior experience as a teacher provides you with suitable skills to teach adult learners. The needs of adult learners, however, can be very different. This self-study explores my initial entry into teacher education and the changes that I have had to create pedagogy with adult learners. I have focused particularly on assessment. The self-study acted as a form of professional learning and provided me with new ways to position my teaching using assessment. Findings suggest my new approach for feedback to assessment helped improve student learning and outcomes. It also allowed me to see my own efficacy in being able to change my teaching approach.
|Keywords:||Assessment, Beginning Teacher|
Griffith University, School of Education and Professional Studies, Griffith University, Griffith University, Queensland, Australia