Armitage-Chan Elizabeth, Bell Melinda, Cake Martin, Cobb Kate A, Janicke Heidi J, Kelly Sarah, Read Emma, Warman Sheena M
LIVE Education Centre, Royal Veterinary College. North Mymms, Hatfield, AL9 7TA, UK.
School of Veterinary Medicine, Murdoch University, Australia.
J Vet Med Educ. 2025 Feb;52(1):123-131. doi: 10.3138/jvme-2023-0152. Epub 2024 Feb 13.
Curriculum leaders, individuals with responsibility for an institution's veterinary curriculum, are student-oriented, want to make a difference, and prioritize teaching and pedagogy in their work. However, as they work to enhance curriculum development, they experience tensions in their role. This study built on previous quantitative findings, and aimed to explore further how curriculum leaders respond to tensions, and how their identity is constructed and supported in a way that means they can thrive in their role. Using self-determination theory and narrative identity as conceptual frameworks, nine curriculum leaders were interviewed about their experiences. Narrative inquiry methodology enabled in-depth interpretations to be drawn about identity influences and participants' responses to conflict and dissonance. Curriculum leader identity was defined as being student-centered, change-oriented, valuing both clinical (particularly general practice), and pedagogical expertise while engaging in hard work and service to achieve pedagogical goals. Participants were skilled in leading change and had developed skills and personal attributes for this. Leading change involved experiences of conflict and tension that were personally meaningful, evoking feelings of identity dissonance that were characterised by either emotional resilience or disaffection and frustration. This response depended on social identity influences, including opportunities to network with like-minded peers, recognition of achievements from influential others, institutional advocacy for change, and support for advanced pedagogical training.
课程负责人，即负责院校兽医课程的人员，以学生为导向，希望有所作为，并在工作中将教学及教学法置于优先地位。然而，在努力加强课程开发的过程中，他们在角色方面面临着一些压力。本研究基于此前的定量研究结果，旨在进一步探究课程负责人如何应对这些压力，以及他们的身份认同是如何以一种使他们能够在该角色中蓬勃发展的方式构建和得到支持的。以自我决定理论和叙事身份认同作为概念框架，对九位课程负责人的经历进行了访谈。叙事探究方法使得能够对身份认同的影响以及参与者对冲突和不一致的反应进行深入解读。课程负责人的身份认同被定义为以学生为中心、以变革为导向，在致力于努力工作和服务以实现教学目标的同时，重视临床（尤其是全科医疗）和教学专业知识。参与者具备引领变革的能力，并为此培养了相关技能和个人特质。引领变革涉及到具有个人意义的冲突和压力经历，引发身份认同不一致的感受，其特点要么是情绪恢复力，要么是不满和沮丧。这种反应取决于社会身份认同的影响，包括与志同道合的同行建立联系的机会、有影响力的他人对成就的认可、机构对变革的倡导以及对高级教学培训的支持。
