SELF-PERCEPTION OF NOVICE TEACHERS ABOUT TEACHING AND TRAINING SKILLS AT A MEDICAL SCHOOL

Teachers Self-Perception of Teaching Skills

Abstract

Objective: To explore the beginning teachers’ self-perceptions of their teaching skills
Study Design: Cross sectional survey.
Place and Duration of Study: Army Medical College during the Months of May 2016 to July 2016.
Material and Methods: The participants were 23 beginning teachers who were involved in teaching undergraduate students for not more than three years. They were selected through probability convenience sampling irrespective of age and gender. Both the post graduate qualified and only graduate teachers were invited for the study after informed consent. Using a modified questionnaire, we conducted a survey asking what instructional methods they use, what strategies they use as teaching aids, and whether they can reflect on their own teaching skills. We determined common themes among the interviews and developed a schema to explain the decision-making process. The level of collaboration and regularities regarding planning and delivery of instruction was judged as part of their strength or substantial progress. Their sense of achievement and passion for teaching, determined by their established expectations and goals for students, was marked. Their level of motivation to participate in faculty development activities to improve their skills as a teacher was also assessed. The scale was scored and the sum of the total score was calculated. Data were analyzed in SPSS version 21. Mean and standard deviation were calculated for quantitative variables. Categorical variables were presented by frequency and percentages
Results: Participants achieved different levels of the score, with level-1: with the lack of awareness among the beginning teachers, subjected to their ability to practice and learn at the start of teaching profession. The attributes identified at the lowest scale were self-awareness, reflection on their practices, setting of goals, outcomes of their lesson plans, self-directed learning, interpersonal communication, collaboration, and professional development. A final score was developed, suggesting that beginner-level teachers are mentor dependent and need professional guidance.
Conclusions: Novice teachers reflected less self-awareness, reflection on their practices, setting of goals, outcomes of their lesson plans, self-directed learning, interpersonal communication, collaboration, and professional development as part of their teaching skills. Beginner teachers reflected their perception as mentor dependent.