Medical teachers’ professional development: perceived barriers and opportunities
2010 (English)In: Teaching in Higher Education, ISSN 1356-2517, E-ISSN 1470-1294, Vol. 15, no 4, 401-410 p.Article in journal (Refereed) Published
This paper explores medical teachers' perceived barriers and opportunities for educational and professional development. Data has been gathered through 19 semi-structured interviews with participants on a staff development course 1 year after their participation. The analysis shows that most perceived barriers are found on an organisational level, whilst motivation for development is found on an individual level and often related to the notion of teaching as a ‘private business’. However, what some respondents perceive as barriers are by others seen as opportunities. Some of these differences in perception may be explained by self-efficacy beliefs.
Place, publisher, year, edition, pages
Taylor & Francis, 2010. Vol. 15, no 4, 401-410 p.
higher education, medical teacher, professional development, educational development, self-efficacy, teaching and learning regime
IdentifiersURN: urn:nbn:se:kth:diva-182480DOI: 10.1080/13562517.2010.493352ISI: 000279633300004ScopusID: 2-s2.0-77954248048OAI: oai:DiVA.org:kth-182480DiVA: diva2:904591
QC 201603082016-02-192016-02-192016-03-08Bibliographically approved