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Published on: June 20, 2020
Three ways of understanding development as a teacher
T Stenfors-Hayes1, H Hult, L O Dahlgren
1Karolinska Institutet, Stockholm, Sweden Linköping University, Linköping, Sweden. terese.stenfors-hayes@ki.se
Summary
Faculty in dentistry and medicine perceive teacher development differently. Understanding these views is key to effective faculty development programs for medical and dental educators.
Area of Science:
- Medical Education
- Dental Education
- Faculty Development
Background:
- Increasing teaching demands on faculty.
- Limited understanding of faculty perceptions on teacher development.
- Need to explore how educators view their own professional growth as teachers.
Purpose of the Study:
- To explore how teachers in dentistry and medicine understand their development as teachers.
- To identify different conceptions of teacher development among medical and dental faculty.
- To inform the design of targeted faculty development initiatives.
Main Methods:
- Phenomenographic approach used for analysis.
- Semi-structured interviews conducted with 20 teachers.
- Qualitative analysis of interview data to identify themes.
Main Results:
- Three distinct ways of understanding teacher development were identified.
- 1. Development as a clinician/expert (tacit role).
- 2. Development through experience and maturation (personal/professional growth).
- 3. Development via educational knowledge and training (separate role).
Conclusions:
- Faculty understanding of teacher development influences motivation and activity choice.
- Awareness of diverse perspectives is crucial for effective faculty development.
- Tailoring support to different conceptions enhances engagement and outcomes.
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