Jacobs Johanna C G, van Luijk Scheltus J, van der Vleuten Cees P M, Kusurkar Rashmi A, Croiset Gerda, Scheele Fedde
VUmc School of Medical Sciences , Amsterdam & LEARN! Faculty of Psychology and Education, VU University, Amsterdam, The Netherlands.
Maastricht University Medical Center +, Maastricht, The Netherlands.
BMC Med Educ. 2016 Sep 21;16(1):244. doi: 10.1186/s12909-016-0767-1.
Gibbs and Coffey (2004) have reported that teaching practices are influenced by teachers' conceptions of learning and teaching. In our previous research we found significant differences between teachers' conceptions in two medical schools with student-centred education. Medical school was the most important predictor, next to discipline, gender and teaching experience. Our research questions for the current study are (1) which specific elements of medical school explain the effect of medical school on teachers' conceptions of learning and teaching? How? and (2) which contextual and personal characteristics are related to conceptions of learning and teaching? How?
Individual interviews were conducted with 13 teachers of the undergraduate curricula in two medical schools. Previously their conceptions of learning and teaching were assessed with the COLT questionnaire. We investigated the meanings they attached to context and personal characteristics, in relation to their conceptions of learning and teaching. We used a template analysis.
Large individual differences existed between teachers. Characteristics mentioned at the medical school and curriculum level were 'curriculum tradition', 'support by educational department' and 'management and finances'. Other contextual characteristics were 'leadership style' at all levels but especially of department chairs, 'affordances and support', 'support and relatedness', and 'students' characteristics'. Personal characteristics were 'agency', 'experience with PBL (as a student or a teacher)','personal development', 'motivation and work engagement'and 'high content expertise'.
Several context and personal characteristics associated with teachers' conceptions were identified, enabling a broader view on faculty development with attention for these characteristics, next to teaching skills.
吉布斯和科菲（2004年）报告称，教学实践受到教师对学习和教学的观念的影响。在我们之前的研究中，我们发现两所实施以学生为中心教育的医学院校教师的观念存在显著差异。医学院校是仅次于学科、性别和教学经验的最重要预测因素。我们当前研究的问题是：（1）医学院校的哪些具体因素解释了医学院校对教师学习和教学观念的影响？如何解释？（2）哪些背景和个人特征与学习和教学观念相关？如何相关？
对两所医学院校本科课程的13名教师进行了个人访谈。此前，他们对学习和教学的观念通过COLT问卷进行了评估。我们调查了他们赋予背景和个人特征的意义，以及这些意义与他们的学习和教学观念的关系。我们采用了模板分析法。
教师之间存在很大的个体差异。在医学院校和课程层面提到的特征有“课程传统”“教育部门的支持”以及“管理和财务”。其他背景特征是各级的“领导风格”，尤其是系主任的“可供性和支持”“支持和关联性”以及“学生特征”。个人特征有“能动性”“作为学生或教师的基于问题学习（PBL）经验”“个人发展”“动机和工作投入”以及“高专业知识水平”。
确定了与教师观念相关的几个背景和个人特征，这使得在关注教学技能的同时，能够更全面地看待教师发展，并关注这些特征。
