Search research articles

ABOUT JoVE

Overview Leadership Blog JoVE Help Center

AUTHORS

Publishing Process Editorial Board Scope & Policies Peer Review FAQ Submit

LIBRARIANS

Testimonials Subscriptions Access Resources Library Advisory Board FAQ

RESEARCH

JoVE Journal Methods Collections JoVE Encyclopedia of Experiments Archive

EDUCATION

JoVE Core JoVE Business JoVE Science Education JoVE Lab Manual Faculty Resource Center Faculty Site

Terms & Conditions of Use

Search research articles

Related Experiment Videos

Teaching as a Social Practice: Implications for Faculty Development.

Marcel D'Eon¹, Valerie Overgaard, Sheila Rutledge Harding

¹College of Medicine, University of Saskatchewan, Room A204, Health Sciences Building, 107 Wiggins Rd., Saskatoon, SK, Canada S7N 5E5 (E-mail: marcel.deon@usask.ca)

Advances in Health Sciences Education : Theory and Practice

|October 19, 2002

Summary

This summary is machine-generated.

Related Concept Videos

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by

Same author

Empowering Medical Educators Through Innovative Micro-eLearning Design.

Medical science educator·2025

Same author

Facilitating transition to medical school for undergraduate students through medical student-led case-based learning workshops within a combined Bachelor of Science and Doctor of Medicine program.

Canadian medical education journal·2025

Same author

A Complex Adaptive Systems Approach to Health Professions Education Transformation: The Case of the University of Missouri-Columbia School of Medicine and an Integrated Quality Improvement-Interprofessional Collaborative Practice Curriculum.

Journal of medical education and curricular development·2025

Same author

Background and Foreground: Connections and Distinctions When Health Professions Faculty Teach Both Interprofessional Collaborative Practice and Quality Improvement-A Case Study.

Journal of medical education and curricular development·2025

Same author

Development, implementation and impact of an immunoglobulin stewardship programme in Saskatchewan, Canada.

Vox sanguinis·2024

Same author

From Theory to Practice: The Enacted Curriculum of a Successful Master's Program in Quality Improvement and Leadership.

The Journal of continuing education in the health professions·2023

Understanding teaching as a social practice is key for effective faculty development. This approach emphasizes communal norms and encourages educators to reshape them, moving beyond technical or craft-based views.

Area of Science:

Education
Medical Education
Social Sciences

Background:

Beliefs about teaching influence faculty development strategies.
Previous models viewed teaching as technical or craft-based.

Purpose of the Study:

To contrast three beliefs about the nature of teaching.
To highlight implications for faculty development.
To argue teaching is best understood as a social practice.

Main Methods:

Conceptual analysis of teaching as a social practice.
Contrast of technical, craft, and social practice models of teaching.
Examination of communal aspects of teaching and their impact on faculty development.

Main Results:

Related Experiment Videos

Teaching as a technical enterprise suggests directive faculty development.
Teaching as a craft suggests reflective, individualized faculty development.
Teaching as a social practice highlights the role of institutional norms.

Conclusions:

Faculty development must address and reshape social norms in teaching.
Recognizing teaching as a social practice is crucial for effective faculty development in medical schools.
Communal aspects of teaching necessitate opportunities for educators to collectively influence practice.