O'Sullivan Patricia S, Mkony Charles, Beard Jessica, Irby David M
a University of California San Francisco , USA .
b Muhimbili University of Health and Allied Sciences , Tanzania.
Med Teach. 2016 Sep;38(9):879-85. doi: 10.3109/0142159X.2015.1132409. Epub 2016 Feb 8.
Previous studies on the identity development and motivation of faculty developers have occurred with seasoned developers in a research-rich environment. We sought to determine if the findings of those studies could be replicated with novice faculty developers in a resource-constrained environment.
We interviewed 15 novice faculty developers from Muhimbili University of Health and Allied Sciences (MUHAS) who, at the time, had led faculty development activities for no more than two years. We conducted a qualitative analysis sensitized by the previous findings.
Results were very similar to the previous work. The developers described compartmentalized, hierarchical, and merged identities. The impact was on their teaching as well as on others at MUHAS and on the institution itself. The motivations related to mastery, purpose, duty, satisfaction, and relatedness.
This replication led us to conclude that identity development as a faculty developer occurs even in novice developers who do faculty development as only part of their work and despite constrained resources and a different culture. These developers find the work richly rewarding and their motivations benefit the institution. This body of research highlights how faculty development provides benefits to the institution as well as engaging career opportunities.
先前关于教师发展者身份认同发展和动机的研究是在研究资源丰富的环境中与经验丰富的发展者进行的。我们试图确定这些研究的结果是否能在资源有限的环境中与新手教师发展者得到重复验证。
我们采访了来自穆希姆比利健康与联合科学大学（MUHAS）的15名新手教师发展者，他们当时领导教师发展活动的时间不超过两年。我们在前人研究结果的启发下进行了定性分析。
结果与先前的研究非常相似。发展者们描述了 compartmentalized、分层和融合的身份认同。这对他们的教学以及MUHAS的其他人以及机构本身都产生了影响。动机与掌握、目的、职责、满足感和关联性有关。
这次重复验证使我们得出结论，即使是作为其工作一部分进行教师发展的新手发展者，尽管资源有限且文化不同，但作为教师发展者的身份认同发展依然会发生。这些发展者发现这项工作非常有意义，并且他们的动机对机构有益。这一系列研究突出了教师发展如何为机构带来益处以及提供职业发展机会。
