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Teaching physicians about teaching: an experiential workshop.

R Tiberius¹, I Silver, S Fleming

¹University of Toronto, Ontario, Canada.

Medical Teacher

|January 1, 1990

Summary

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This workshop effectively engaged teachers in practice teaching, enhancing their awareness of teaching limitations and strategies. It overcame reluctance by simulating real teaching scenarios, boosting pedagogical insight.

Area of Science:

Educational Psychology
Teacher Professional Development

Background:

Active engagement in practice teaching is key for effective teacher development workshops.
Teachers often perceive practice-based scenarios as threatening, hindering participation.

Purpose of the Study:

To describe a 3-hour workshop designed to overcome teacher reluctance towards practice teaching.
To explore how the workshop enhances teachers' sensitivity to their teaching approach and concept of teaching.

Main Methods:

A 3-hour workshop format was employed.
The workshop focused on practice teaching in situations relevant to teachers' actual contexts.
Teachers were actively engaged in simulated teaching scenarios.

Main Results:

Related Experiment Videos

Teachers overcame reluctance to participate in relevant practice teaching.
Increased teacher sensitivity to the limitations of their current teaching approaches.
Enhanced teacher awareness of how their concept of teaching influences strategies.

Conclusions:

The described workshop effectively overcomes teacher reluctance by using relevant practice teaching.
The workshop fosters critical reflection on teaching approaches and underlying concepts.
Potential weaknesses include facilitator dependence, groupthink, and role rigidity.