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Three ways of understanding development as a teacher
Karolinska Institutet.
Linköping University, Department of Behavioural Sciences and Learning. Linköping University, Faculty of Educational Sciences.
Linköping University, Department of Behavioural Sciences and Learning, Studies in Adult, Popular and Higher Education. Linköping University, Faculty of Educational Sciences.
2012 (English)In: European journal of dental education, ISSN 1396-5883, E-ISSN 1600-0579, Vol. 16, no 1, e151-157 p.Article in journal (Refereed) Published
Abstract [en]

The demands on faculty in terms of teaching are increasing, but until recently there has been little discussion of how faculty perceive that development as a teacher can be achieved or what approaches they use or suggest themselves. The aim of this study is to explore how teachers in dentistry and medicine understand development as teachers. For this study, 20 teachers were interviewed. The interviews were analysed using a phenomenographic approach. Three different ways of understanding development were identified: 1) Development as a dental or medical clinician/expert as the teacher role is seen as a tacit part of the role of the clinician. 2) Experience and professional and personal maturation, related to personal and professional development and confidence in ones clinical role. 3) Knowledge in education and systematic teacher training as in this category, being a teacher is seen as a separate role from that of being a clinician. The differences in these three ways of understanding development as a teacher are shown in their different aims of development, what kind of knowledge that may be used and what methods they suggested. The way teachers understand what it means to develop as a teacher will affect their motivation for engaging in development activities, which activities they choose and their own aims of development. This means that awareness of teachers understanding of development is central when developing support or faculty development activities for teachers.

Place, publisher, year, edition, pages
John Wiley & Sons, 2012. Vol. 16, no 1, e151-157 p.
National Category
Medical and Health Sciences Educational Sciences
Identifiers
URN: urn:nbn:se:liu:diva-74182DOI: 10.1111/j.1600-0579.2011.00690.xOAI: oai:DiVA.org:liu-74182DiVA: diva2:481099
Available from: 2012-01-20 Created: 2012-01-20 Last updated: 2017-12-08

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Hult, HåkanDahlgren, Lars-Ove

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Department of Behavioural Sciences and LearningFaculty of Educational SciencesStudies in Adult, Popular and Higher Education
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Medical and Health SciencesEducational Sciences

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CiteExportLink to record
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf