Running head: CONNECTIONS AND REFLECTIONS IN ADULT TEACHING AND LEARNING

Making Connections and Reflections in Adult Teaching and Learning: As a novice, full-time college
Professor

Praxis Paper

Corrine McCormick-Brighton
Prepared for: Dr. Laura Pinto
Introduction to Adult Education and Higher Education EDUC 5401G
Winter 2014
University of Ontario Institute of Technology

Making Connections and Reflections

Throughout the Introduction to Adult Education and Higher Education Graduate Studies
course at UOIT we undertook many themes in higher education inclusive of the following: history,
andragogy, transformative learning, reflective practice, self-directed learning, formal and informal
learning and teaching, cultural contexts, problems and issues, and digital technologies. All of these
topics were of particular interest to me for various reasons. First and foremost, I am an adult learner
with an intense desire to be a life-long learner. Secondly, I am employed as a faculty member in
higher education at a community college. Therefore, all of the concepts, theories, approaches, and
research are extremely relevant to my own paradox of learning and teaching; if it is a paradox at all.
I will explore themes from the course and put these significant concepts into practice both as a
learner and teacher. Although I am fairly new to teaching, I have extensive experience with being a
learner. Initially, I will unpack my experience as an adult learner considering both informal and
formal learning as a narrative then I will discuss my first year experience as a faculty member and
finally I will consider reflective practice, which has been significant to me throughout my first year
of teaching.
My Narrative
My initial experience with higher education was my formal college diploma program. As a
first generation higher education student, I applied to the Early Childhood Education (ECE)
program because I wanted to guide and educate children; however, I did not want to work in a child
care centre, I wanted to be an elementary school teacher. Because of my lack of interest in high
school I achieved a C average (it is worth noting I completed a high school co-op in a grade one
classroom and achieved an A+; practical application was a strength for me at the time) in addition
to my socio- economic status, I lacked the parental support and funding to pursue university at that
time. I saw college as a stepping stone to attain my ultimate goal. I could work and pay for my

Making Connections and Reflections

college tuition, live locally and investigate the higher education culture. Throughout the two years
of study and three practicum experiences I was able to learn about child development, curriculum
and program planning, children with exceptionalities, philosophies of ECE, child abuse, observing,
behaviour management, working with parents, role of the professional, child care advocacy and
policies, interpersonal communication and computer skills. The practicums allowed me to become
familiar with a child care centre of which until that point I had never been exposed too, moreover, I
was able to apply theory to practice and experience rich hands-on interactions. Fortunately, the
placements were in high quality, not-for-profit centres. The first was the on-campus lab school, the
Early Learning Centre (ELC) operated by the college, the second was the Region of Durham Child
Care Centre in an impoverished area, and the third was a kindergarten classroom (actually, my
kindergarten classroom at the elementary school I had attended). The school practicums were for
students who could demonstrate strong ability both academically and in practice, and for me it was
the most positive and profound experience, therefore solidifying that I would be a teacher no matter
what the obstacles.
In my second year I was an on-campus work-study student and would work in the lab school
(ELC) for twelve hours a week, in between classes. It was my second job and allowed me to fund
my education and it also provided an opportunity to network with the college Early Childhood
Educators. In my fourth semester I applied for a one year internship with the college at the ELC. I
thought I could work full-time to obtain experience and save money for university. Some of my
college teachers and the staff at the ELC were on the interview panel. I obtained the position and
the opportunity lead to me being employed in the ELC for eight years. After the one year internship
was complete there was a contract position available that eventually became full-time. The salary
was rewarding, (the highest in the Durham Region) and I had benefits. Furthermore, I could go to

Making Connections and Reflections

Trent Universitys satellite campus in Oshawa and pursue a degree part-time and the college would
reimburse fifty percent of my tuition expenses. I was active professionally and lead many
workshops for parents and Early Childhood Educators; additionally I was becoming a life-long
learner. I learned formally in the classes and informally through professionals in the field. I gained
knowledge and understanding informally; essential employability skills for example, time
management, organization, working with others, communication and collaboration, being reliable
and able to focus on tasks. I learned there were some teaching styles, courses and assessments that I
preferred over others.
I conferred my degree and had an opportunity to become an Academic Advisor for college
students, therefore leaving the ECE role. Indeed, I had many transferable skills stemming from my
education and experience with children to begin my higher education responsibilities. Shortly after
the advising position commenced I began to teach Continuing Education courses for part-time ECE
students. In addition to accomplishing rewarding career advancements I felt authentically joyful in
my roles. Over the next thirteen years I continued to teach and it developed into online and day
school courses, moreover I engaged in many professional development opportunities and completed
a Teaching and Training Adults certificate. I realize the more I learn, the less I know and it
provokes me to further investigate and discover. According to Merriam (2004), there was a shift in
the research from questioning an adults ability to learn, to the process of learning and that this
research was grounded in the pedagogical research of childrens development and progressed into a
variety of frameworks and models in so far as to distinguish it from childhood learning. I can
contextualize my formal learning as well as my informal learning and create new knowledge as I
experience and as I evolve. It seems as I mature and maintain a vested interest in my learning and
development, I consequently achieve higher grades to demonstrate my learning. As a C average

Making Connections and Reflections

student in secondary school, I became a B+ student in college and university and an A+ student in
graduate school. I began the Master of Education in Digital Technologies program and an exciting
world of teaching and learning has unfolded. Last year I was awarded a full-time faculty position
within the colleges ECE program. I was interviewed by some of my former ECE teachers and ELC
supervisors who are now faculty. I feel like I have come full circle and I have reached my career
goals.
Novice Faculty-Learning as I teach
As the academic year is coming to a close for our fall start students I must admit I have had
rich learning opportunities and tumultuous learning experiences during these two semesters as a
new full-time faculty member. I have always been able to prioritize and manage my time well to
stay organized with an active schedule, but I will identify I was nave to look at my in-class
schedule and assume that I will have an abundance of time to prepare, connect and engage the
learners each class. I have had over 200 students each term, three new courses to prepare and
deliver, assessments to evaluate, emails to return, meetings to attend, field placement visits, student
issues and concerns to address, technology failings, connecting with a new faculty team and many
policies to learn. Professionally speaking, I had a misguided impression that is incongruent with the
reality, moreover I put pressure on myself to do everything with excellence. I am required to
complete the New Faculty Development Program which consists of five courses and additional
requirements each semester throughout the two year probationary period. I am continuing to
complete my graduate degree by participating in one course each semester. I thought it would be
beneficial for my practice so I joined a teaching in community group which has proven to be
transformative and supportive.

Making Connections and Reflections

What resonates with me is I am a novice teacher engaged in teaching novice learners;

however, I am an expert learner and I am interested in being an effective teacher and assisting my
learners to become experts (Tiberius, Smith and Waisman, 1998). I see the value of personal growth
and development; I am profoundly changed through my learning, both formal and informal; I can
think critically and demonstrate metacognition; I am self-directed and internally motivated.
My own experience as a learner has an impact, as Brookfield (1995) states, The influences
that shape teachers lives and that move teachers actions are rarely found in research studies policy
reform proposals, or institutional mission statements. They are more likely to be found in a
complex web of formative memories and experiences (p.49). I recall the teachers that I admired as
well as the methods I favour and I attempt to emulate them. Nevertheless, it is not about me as a
learner, it is about me becoming an expert teacher. I periodically struggle with the way I prefer to
learn and the manner in which I teach. I prefer to have a lecture and read; however, when I consider
transformative learning and the best way in which I learn, it is by doing or experiencing it. I am
reminded (L. Pinto, personal communication, March 10, 2014) of Paulo Frieres banking
method of learning where I deposit the information or fill the empty vessel with information that I
believe to be of importance into the students and thus, I become the source, when in actuality I
want them to be able to think critically and become critically aware (Mezirow, 1997).
When I teach, I do lecture because I enjoy it and I feel as if I need to share the foundational
concepts, than I like to engage the class in discussion and examples or practice activities, in some
cases they are less then eager to participate. I ask myself the following questions: is it because I am
dull, is the topic uninteresting, do they not see the relevance to their life or program, is it the dark
classroom with no natural light, is it the time of day? Perhaps, they are too novice in their learning?
The reoccurring question that surfaces for me after two terms of teaching: is this group of year one

Making Connections and Reflections

ECE students ready and able to be expert learners? Especially, when they say the following: I
missed class did I miss anything important? or do I need to buy the text book? Will these
lessons that I am trying to engage them in eventually reach them in a few years from now when
they are professionals in the ECE role? A pragmatic piece to understanding the landscape of adult
learning is that there is no one way, theory or model of adult learning that has all of the answers,
even after more than 80 years of study (Merriam, 2004).
Reflective Practice
According to Van Manen (1995), being a reflective teacher is not just an instrument for
teaching, but an intention of education. I have engaged in an abundance of introspection during my
first year of full-time teaching. In fact, I examine and reflect on each class, every assignment and
all encounters to consider how I felt it went and if there is an opportunity to alter or enhance. My
purposive attention to reflection in my practice demonstrates my inclination to understand teaching
and learning. Indeed, I desire to apply the principles of adult education using critical reflection as a
tool for continuous growth and development.
I am cognizant of the benefits of individualistic reflection within a community of practice as
I develop my expertise. An imperative concept that I am continually reminded of is that I am not
alone. I occasionally feel isolated in the teaching role, for example; I am new to the established
faculty team; I am autonomous, sometimes working in segregation; indeed, I am alone at the front
of the classroom. I am invested and I interrogate myself to determine if I am performing my role
well. I have experienced vulnerability in a manner that the term imposter syndrome (Brookfield,
1995, p. 229) reverberates with me. I feel some frailty due to the probationary status and as a
novice faculty. My practice is to be authentic; however, my apprehension to reveal my thoughts is
based in fear that my colleagues may view me as a failure. I am getting to know people and

Making Connections and Reflections

establish trusting relationships. My competence and confidence is emerging especially when I come
to the realization that other professionals experience similar circumstances.
According to Rogers (2001), a few precursors need to occur prior to reflection such as a
prompt which may involve an atypical experience, furthermore one must be willing. I eagerly
joined a group called Teaching in Community (TIC) that consists of college faculty that come
together once a month in a sharing community based on integrity, respect and safety. We discuss our
practice and relevant literature. The group has been a welcome support and the readings reinforce
the significance of critical reflection. Moreover, I feel as though transformation has occurred as I
experienced the readings and discussions; however, a significant opportunity for me was
interviewing Dr. Stephen Brookfield through Skype during one of our meetings. I was awakened to
hear an expert author, researcher and professor has ineffective classroom experiences. I envisioned
that I would eventually evolve in my teaching practice to one of precision as I progressed from
novice to expert; however, I now comprehend each experience in teaching and learning is an
awakening and a journey. I also realize the prominence in sustenance for myself in my vocational
passion and I am appreciative to Dr. Brookfield for recommending a nourishment folder which
consists of positive messages from students and colleagues that one would refer to on a regular
basis (S. Brookfield, personal communication. March 24, 2014). I will continue to incorporate this
into my reflective practice.
As this group is coming to a close I have been asked to participate in the clearness circle
in which I share an issue that I have had with my students or teaching. It is a safe place where my
colleagues are able to ask me questions about the situation allowing me to examine the experience.
The intent being that I may be open to a powerful vehicle of transformation that may clear my
clutter. I am hoping that through the teaching community and this exercise I will be able to come to

Making Connections and Reflections

some profound realizations to move me forward in my reflective process. This activity is adapted
from Palmers (1998) clearness committee (p.157), based on the customary Quaker process from
the 1660s in which people are invited to help each other with problems while practicing a
discipline that protects the sanctity of the soul (p.157). Palmer (1998), uses this approach with
faculty when there is an issue related to teaching that one is grappling with and it invites people to
assist the person by listening and asking questions to allow the inner guidance to come from within.
Kotzee (2012) states, that there is social dimension to learning and he emphasizes the
importance of social practices as a normative endeavor. This concept resonates with me as I see the
value of learning the rules of practice and subjecting myself to the standards that have been put in
place by experts that have come before me. I want to know what the benchmarks for sound teaching
principles are and I value the experiences of other faculty and of the students that I am interacting
with. I am able to critically reflect on theories and appreciate research on teaching and learning
adults. For me, the TIC group has afforded the opportunity to examine literature and topics in
education in a social setting that is secure and honest, moreover it has been enriching and affirming
as a novice faculty member in conversation with other novice and expert faculty.

In conclusion, the connections I have made through my engagement in the course literature,
topics and discussions, in addition to my practical experience as a learner and adult educator have
allowed me to experience true education through wisdom and action. The broad topics in adult
education and higher education provided a constructivist orientation and challenged me to situate
my own learning in the context of the various theories that I have been exposed to. Indeed, the
foundation for my practice as an educator in higher education as well as a life-long learner has been
enhanced. I have been able to think deeply about my explicit and tacit knowledge which has led me

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10

to refining my philosophy for working with adult learners. The journey I have had as a learner has
contributed to the learner and educator that I am today. Although the learning has evolved and the
motivation and dedication has augmented my experiences, I remain connected to that former first
year college student that I was; beginning in the ECE program twenty four years ago as I embrace
my current role and passion for teaching adults. I have grown and developed as an adult learner and
I hope to continue to reflect on my learning and teaching practice for many more years to come. I
believe that my investment in teaching and learning and my commitment to always do my best will
serve me and my students well.

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11

References
Brookfield, S. (1995). Becoming a Critically Reflective Teacher. San Francisco, CA: Josey
Bass.
Kotzee, B. (2012). Private practice: exploring the missing social dimension of reflective practice.
Studies in Continuing Education, 34 (1), 5-16. Retrieved from
http://educ5401.weebly.com/lesson-4.html
Merriam, S. (2004). The changing landscape of adult learning theory. In J.Comings, B. Garner,
& C. Smith (Eds.), Review of adult learning and literacy. Vol. 4 (pp.199-220). Mahwah,
NJ: Lawrence Erlbaum Associates. Retrieved from http://educ5401.weebly.com/lesson1.html
Mezirow, J. (1997). Transformative learning: theory to practice. New Directions for Adult and
Continuing Education, 74, 5-12. Retrieved from http://educ5401.weebly.com/lesson-3.html
Palmer, P. (1998). The Courage to Teach. San Francisco, CA: Josey Bass.
Rogers, R. (2001) Reflection in Higher Education: A Concept Analysis Innovative Higher
Education, Vol. 26, No. 1, Fall 2001
Tiberius, R., Smith, R., & Waisman, Z. (1998). Implications of the Nature of "Expertise" for
Teaching and Faculty Development ToImprove the Academy. Paper 419. Retrieved from
http://digitalcommons.unl.edu/cgi/viewcontent.cgi?article=1418&context=podimproveacad
Van Manen, M. (1995). On the epistemology of reflective practice. Teachers and Teaching: Theory
and Practice, 1(1), 33-50. Retrieved from http://educ5401.weebly.com/lesson-4.html