교육현장에서의 실천공동체: 교수개발프로그램 평가(Med Teach, 2016)

교육현장에서의 실천공동체: 교수개발프로그램 평가(Med Teach, 2016)

Communities of teaching practice in the workplace: Evaluation of a faculty development programme

MARIE-LOUISE SCHREURS, WILMA HUVENEERS & DIANA DOLMANS Maastricht University, The Netherlands

도입

Introduction

 

의학 교육 영역에서 Staff development와 Faculty development(FD)는 상호 교환 적으로 사용됩니다. 일관성을 유지하기 위해 이 논문 전반에서 FD이라는 개념을 사용합니다. FD는 사고 방식과 실제 교육 행동을 변화시키는 방향으로 교사의 지식, 기술 및 개념을 강화하고 확대하는 것을 목표로 하는 활동의 coherent sum이다 (Fenstermacher & Berliner 1985). 공식 워크샵에 국한되지 않고 교사의 아이디어 협력 및 교환과 같은 비공식 학습 경험도 포함될 수 있습니다 (Fullan 1990, Steinert 2010). 왜냐하면 공식적, 비공식적 활동 모두가 교수의 교육행동을 변화시켜 학생의 학습을 향상시키고 대학에서의 교육 및 학습의 질을 보호하는 것을 목적으로 하기 때문이다 (Devlin 2006).

In the medical education realm, the concepts of staff devel- opment and faculty development (FD) are used interchange- ably. For the sake of consistency, we cleave to the concept of faculty development throughout this article. Faculty develop- ment involves the coherent sum of activities targeted at strengthening and extending the knowledge, skills and con- ceptions of teachers in a way that will change their way of thinking and their actual educational behaviour (Fenstermacher & Berliner 1985). It is not confined to formal workshops, but can also include informal learning experi- ences, such as cooperation and exchange of ideas by teachers (Fullan 1990; Steinert 2010), as they both aim for a change in teaching practice to improve student learning and safeguard the quality of teaching and learning in universities (Devlin 2006).

최근에는 교수 개발의 초점이 개인 수준에서 그룹 수준으로 옮겨졌습니다. 예를 들어, Steinert (2010)는 개별 경험에서 교사 팀에 의한 그룹 학습으로의 이동을 구분했습니다. O'Sullivan과 Irby (2011)는 또한 그룹 차원에서 FD에 중점을 두었습니다. 그들은 두 가지 실천 공동체를 구별했다. 하나는 FD 프로그램 참여자들 사이에 만들어졌고 다른 하나는 교습이 실제로 이루어지는 직장 (교실 또는 클리닉)에서의 교수 연습의 공동체였다.

Recently, the focus of faculty development has shifted from an individual level to a group level. Steinert (2010), for instance, discerned a movement away from individual experi- ences to group learning by a team of teachers. O’Sullivan and Irby (2011) also laid a greater emphasis on FD at group level. They distinguished between two communities of practice: one created between participants in FD programmes, the other being a community of teaching practice in the workplace (classroom or clinic) where the teaching is actually effected.

그럼에도 불구하고 어떤 실천 공동체에서나 마찬가지인 것은 참여와 학습이 사회적 요인에 달려 있다는 것입니다. 초대 환경을 조성하고, 지도guidance를 제공하고 개인적인 참여를 고무함으로써 공동체 내의 관계가 참여를 향상시킬 수 있습니다.
Yet, what holds true for any community of practice is that participation and learning hinge on social factors. By creating an inviting environment, providing guidance and encouraging personal engagement, relationships within the community can enhance participation.

직장에서의 멘토링 및 코칭

Mentoring and coaching in the workplace

 

Eraut (2007)에 따르면 멘토 또는 코치의 지원 및 피드백은 직장에서의 학습을 위해 매우 중요하며 동료와 상담하고 일하는 기회가 증가함에 따라 향상 될 것입니다. 멘토링은 FD에서 명시적인 접근 방식으로 고려되어야합니다. 멘토는 다양한 설정에서 교수진에게 지침, 지침, 지원 또는 전문 지식을 제공 할 수 있기 때문입니다. 또한 교사는 자신이 일하는 조직 문화를 이해하고 소중한 전문 네트워크에 소개 할 수 있습니다 (Walker 외. 2002).

According to Eraut (2007), support and feedback by a mentor or coach are critically important for workplace learning which will be enhanced by increasing opportunities for consulting with and working alongside colleagues. Mentoring should be considered as an explicit approach in FD, for mentors can provide guidance, direction, support or expertise to faculty members in a variety of settings. They can also help teachers understand the organizational culture in which they work and introduce them to invaluable professional networks (Walker et al. 2002).

Doppenberg (2012)는 코칭 및 협동 방문(collegial visitation)이 다른 협업 팀 활동과 다른 특정 협업 환경에서 이루어짐을 발견했습니다.

Doppenberg (2012) found in her study that coaching and collegial visitation take place in a specific collaborative setting which differs from that of other collaborative team activities.

임상 교사의 참여를 높이기 위해 Steinert et al. (2010)는 멘토링 동료의 친구 시스템을 제안하여 교수진을 '낚기'를 유도했습니다.

To raise involvement of clinical teachers’, Steinert et al. (2010) suggested a buddy system of mentoring colleagues to get junior faculty members ‘‘hooked’’.

 

직장에서의 관계와 네트워크

Relationships and networks in the workplace

 

Doppenberg (2012)는 동료와 협력하여 교사 학습 활동의 범주에 대한 개요를 제공했습니다. 나열된 각 활동에 대해 그녀는 서로 다른 공동 작업 환경에서 발생 빈도를 조사했습니다. 교환, 청취 및 평가는 가장 빈번하게보고 된 활동으로 나타납니다.

Doppenberg (2012) provided an overview of categories of teacher-learning activities in collaboration with colleagues. For each activity listed, she investigated the frequency of its occurrence within different collaborative settings. Exchanging, listening and evaluating emerged as the activities most frequently reported.

 

Steinert et al. FD (2010)는 FD가 개인적이고 전문적인 성장(personal and professional growth)을 가능하게 하며, 교수가 이것(PPD)를 인정appreciate하고, 그것이 필요에 부합한다면 참여 가능성이 더 클 것이라고 주장했다. 다른 내재적인 동기가 가르침과 자기 개선을 필요로 하는 것이 네트워크 기회와 결합 될 수 있습니다.

Steinert et al. (2010) by extension argued that FD enables personal and professional growth and that faculty might be more likely to participate whether they appreciated this and considered it relevant to their needs. Other intrinsic motiv- ations could be their appreciation of teaching and self- improvement, coupled with the opportunity to network.

 

비슷한 맥락에서, Lave와 Wenger (1991)는 실천공동체의 성공에 대한 관계와 네트워크의 중요성을 강조했으며, 커뮤니티 구성원들 간의 관계와 외부 네트워크 참여의 중요성을 강조했다.

In a similar vein, Lave and Wenger (1991) stressed the importance of relationships and networks to the success of a community of practice, and they deemed importance of both the relationships forged between community members and participation in external networks.

직장 내 조직, 시스템 및 문화

Organization, systems and culture in the workplace

Teunissen (2014)은 실습을 통해 배우는 것은 사람들로 하여금 특정한 맥락에서 일하고, 수행하고 생각하고 상호 작용하는 법을 배울 수 있다고 주장했다. 그러나 동시에 학습은 고도로 맥락적인 특성highly contextual nature를 갖기 때문에 교육적 환경을 만드는 것은 어려울 수 있습니다.

Teunissen (2014) argued that learning from practice enables people to learn how to perform, think, and interact in ways that work for their specific context. At the same time, however, the highly contextual nature of learning from practice makes it a challenging educational environment.

 

다른 각도에서, Eraut (2007)은 상호 지원과 학습의 문화culture of mutual support and learning를 발전시키는 관리자 역할의 중요성을 주장했다. 관리자는 숙련 된 근로자와이 역할을 공유해야하며 이것은 분산 된 리더십distributed leadership의 한 형태이다. 이러한 역량을 바탕으로 이들은  직무 내용을 훨씬 뛰어 넘어 직장 내 학습과 문화에 큰 영향을 미칠 수 있다. Handelzalts (2009)는 실제로 학교 관리자의 적극적인 참여가 교사의 교육 혁신에 대한 기여를 강화할 수 있다고 언급했다. 경영 역할 외에도 조직의 학습 분위기는 필수 변수입니다 (van Rijdt 외. 2013). 예를 들어, Lave와 Wenger (1991)는 공동체는 언어, 스토리 및 실천practice을 포함하여 공동의 자원을 공유하는 레퍼토리를 필요로한다고 주장했다. 또한 활동의 반복적 패턴을 통해 사회적 및 문화적으로 의미있는 구조의 공유되고 협상 된 시스템‘‘shared and negotiated system of socially and culturally meaningful structures’’ 이 있어야 한다. 이것에 의해, Teunissen은 직장 환경에서 변화에 저항하는 안정된 구조를 언급했다.

From a different angle, Eraut (2007) asserted the import- ance of the managerial role, which is to develop a culture of mutual support and learning. Managers should share this role with experienced workers and this implies some form of distributed leadership. In this capacity, they have a major influence on workplace learning and culture that extends far beyond their job descriptions. Handelzalts (2009) indeed mentioned that active involvement by school managers can bolster teachers’ commitment to educational innovation. Beside the managerial role, also the learning climate of the organization is an essential variable (van Rijdt et al. 2013). Lave and Wenger (1991), for instance, argued that a community requires a shared repertoire of common resources, including language, stories and practice. What is desirable, moreover, is a ‘‘shared and negotiated system of socially and culturally meaningful structures’’ resulting from recurrent patterns of activities (Teunissen 2014). By this, Teunissen referred to stable structures in the workplace environment that are resistant to change.

직장 내 업무 및 활동

Tasks and activities in the workplace

 

Doppenberg (2012)는 팀 간 협업을 통해 교사가 교육적 과제에 대한 책임을 분담하거나 새로운 교육적 접근 방식을 구현함으로써 교수 학습을 촉진 할 수 있다고 전했다. Lave와 Wenger (1991)는 또한 학습 과정에서 직장에서의 newcomers의 공통된 활동의 중요성을 강조했다. Fuller와 Unwin (2003)은 조직의 주변부에서 주류에 이르는 과정에 이르는 과정을 설명하였다. 경험 많은 동료와 함께 일하고 상호 작용하는 것은 커뮤니티의 관행에 참여함으로써 학습을 유도합니다. Handelzalts (2009)는 교사가 새로운 커리큘럼을 디자인 할 목적으로 팀과 협력하는 방식에 대한 연구에서 공동 작업의 이점을 환영했습니다. 교사는 자신의 지식을 결합하고 적절한 방법으로 과제를 수행하기 위해 새로운 지식을 창출합니다. 따라서 팀 활동은 협력적 문화 육성의 의지/헌신/동기와 같은 essential attribute뿐만 아니라 교사의 전문 학습professional learning에 강력한 역할을합니다.

Doppenberg (2012) posited that collaboration in teams can foster teaching learning, for instance by giving teachers the shared responsibility for an educational task, or by imple- menting a neweducational approach. Lave and Wenger (1991) also stress the importance of the shared activity of newcomers at the workplace in the learning process. Fuller and Unwin (2003) describe the process from peripheral to mainstream participation in an organization. Working alongside and interacting with experienced colleagues leads to learning by engagement into the practices of the community. Handelzalts (2009) hailed the benefit of collaboration in his study into the way teachers collaborate in teams for the purpose of designing a new curriculum; it results in teachers combining their knowledge and creating new knowledge to fulfil their task in an appropriate way. Hence, team activities play a powerful role in professional learning by teachers, above essential attributes, such as motivation, commitment and willpower to nurture a collaborative culture.

Focus of the study

Research question

Methods

Setting

The FD programme under scrutiny in this study concerns a University Teaching Qualification (UTQ) programme offered by the Faculty of Health, Medicine and Life Sciences (FHML) at Maastricht University, the Netherlands. It is directed at staff members who are responsible for various educational tasks, such as delivery, developmental and assessment tasks.

Intervention

FD프로그램 개요

As previously mentioned, the FD programme under scrutiny in this study concerns a so-called UTQ course, which forms part of the opportunities for faculty development offered by the FHML at Maastricht University in the Netherlands. The programme is intended for teachers and for faculty members who want to improve their educational skills and expertise.

The full UTQ programme spans a period of one year and involves 185 hours of study, including formal and informal learning and training activities (like workshops, sessions with experts and exchange of experiences during teaching prac- tices, portfolio learning, workplace learning and coaching).

 

In the workplace, course participants are assisted by a formally appointed coach who acts as a facilitator and provides supervision on the job.

• The coaches, who had been trained in coaching skills, conduct reflection and feedback meetings with the trainees depending on their needs, but meet at least two times per year.

• The purpose of the introduction of formally appointed coaches was to stimulate application of newly learned competencies in daily practices.

포트폴리오

Throughout the course, participants compile a portfolio in which they demonstrate their progress in teaching competencies, which is discussed individually with their coach and forms the basis of their final assessment (Schreurs & de Grave 2010).

The development of UTQ competencies depends on participants’ present competencies, learning objectives and their learning in authentic settings in educational practice.

 

 

교육 구성

• Over a period spanning five months, participants partake in five compulsory training days, during which they discuss competencies (developing of teaching, teaching delivery, assessment and testing, self-reflection and cooperation) – for which they do a literature reading in advance-, they share knowledge and experiences, practice teaching roles and reflect on their competencies.

• In between sessions, partici- pants can apply and test their newly acquired knowledge in their work environment. This perfectly fits the notion of a community of teaching practice as defined by O’Sullivan and Irby (2011): the community in the workplace where the teaching is actually affected, which forms an indispensable part of the UTQ course.

Subjects

Respondents were 23 teachers (10 women, 13 men) from the Maastricht University FHML, selected by purpose sampling (Stalmeijer et al. 2014) from a total of 102 teachers who attended and successfully completed the UTQ programme.

Instrument

포커스그룹

For this evaluation study, we used the focus group method. According to Morgan (1998), focus groups of six to eight participants are useful for evaluation research to explore topics that are poorly understood. The group discussions create a process of sharing and comparing among the participants and they explore the contexts in which they operate for us as researchers. We convened four focus group sessions of two hours each with six participants, which were facilitated by a moderator and assistant moderator, to discuss and explore the relevant themes. Both were skilled in group dynamics and the subject matter under discussion and had a background in educational psychology. The role and responsibilities of the moderator and assistant moderator were consistently divided across all focus groups (Stalmeijer et al. 2014).

The format was semistructured and departed from four questions about coaching, networks, organization and activities in the workplace that guided the discussion; the questions were derived from the framework of O’Sullivan and Irby (2011) (Appendix). We discussed the questions in the research team and we pilot tested them in the first focus group with the participants. The moderator systematically went through the questions and gave time to the participants to collect and express their thoughts. Participant verification took place by summarizing the main results from each question, before moving on to the next. After the session the moderators took time to debrief, compare field notes and discuss first impressions and highlights. These steps in by systematic focus group interviews were described Krueger (1998).

Analysis

The sessions were taped and summarized by a research assistant. All participants were informed about the use of the tapes and the confidentiality of the data and were explicitly asked for agreement of the procedure. Two researchers (Marie-Louise Schreurs & Wilma Huveneers) independently analysed the summaries. To trustfully conduct the process of analysis, we started to analyse the first focus group, by reading the transcript carefully and coding relevant quotes to identify key themes independently. We compared the results, resolved discrepancies by discussion and fine-tuned our strategy for further analysis of all four groups. Afterwards, we had a comparison discussion and selected the relevant quotes in our research team to verify the results.

The process of analysis has been carried out systematically following the steps identified by Krueger (1998). Corrective feedback was obtained from participants, for example, the summaries were sent to all participants for approval to ensure that our results were valid and members from the research team by critically discussing the findings as recommended by Stalmeijer et al. (2014).

Results

 

 

포커스 그룹 토의를 통해 우리는 교수 연구 개발 프로그램을 마친 후 코칭, 네트워킹, 조직 및 활동을 통해 직장에서의 교수법을 어떻게 촉진하거나 손상시키는 지 연구 질문에 답하고자했습니다. 이 주제의 결과는 다음 4 가지 가이던스에 따라 토론됩니다.

By means of the focus group discussions, we have sought to answer the following research question: How do coaching, networking, organization and activities in the workplace facilitate or impair teaching practice after completion of a faculty development programme? The results from these theme, discussions will be grouped according to guiding which were the following four:

(1) 코칭이 성찰과 피드백에 미치는 긍정적 인 효과.

(2) 교육 네트워크에 대한 참여 증가.

(3) 조직 정책에 대한 인식 제고

(4) 교육 과제 및 활동을 수행함에있어 더 많은 자신감.

(1) The positive effect of coaching on reflection and feedback.

(2) Increased participation in educational networks.

(3) More awareness of organizational policies.

(4) More confidence in fulfilling educational tasks and activities.

(1) 코칭이 성찰과 피드백에 미치는 긍정적 인 효과.

Coaching enhances reflection and feedback

주제별 분석에 따르면 교육 문제를 코치와 상의 할 수있는 기회가 높아지면 통찰력이 향상되고 성과가 향상됩니다. 코치는 반성을 자극하고 피드백을 제공함에 따라 교사는 자신의 교육 관행에 대해 더 많이 반영하고 대체 전략을 계획 했으므로 결과적으로 새로운 교습 행동을 적극적으로 실험했습니다. 참가자들이 종종 언급 한 것은 그들이 학습 과정에서 피드백의 가치에 대해 더 나은 평가를 받았다는 것입니다. 선생님은 동료와 학생 모두에게 더 많은 양질의 피드백을 제공하고 요청했습니다. 일부 UTQ 회원은 또한 자신의 학과 내 다른 사람들을위한 코치 역할을 수행했습니다. UTQ 자격이없는 동료들이 교육 질문에 대한 조언을 구했습니다.

The thematic analysis revealed that the opportunity to discuss educational questions with a coach led to elevated levels of insight and improved performance. As the coach stimulated reflection and provided feedback, teachers reflected more on own teaching practices and planned alternative strategies, and, consequently, experimented actively with new teaching behaviour. What the participants often mentioned was that they gained a better appreciation of the value of feedback in the learning process. Teachers gave and solicited more and qualitatively better feedback to/from both colleagues and students. Some UTQ members also served as a coach for others within their department: colleagues who were not UTQ-qualified called on them for advice on educational questions.

(2) 교육 네트워크에 대한 참여 증가.

Increased participation in educational networking enhances consultation among teachers

거의 모든 참가자가 교육 네트워킹의 증가를 보고했습니다. 즉, 그들은 동료들에게 그들의 교육 활동에 관해 더 자주 질문했다. 그렇게함으로써 그들은 UTQ 과정에 참여한 동료뿐만 아니라 교수와 관련된 다른 동료들에게도 호소called upon했습니다. 그러나 이것은 주로 비공식적으로 이뤄졌습니다. 참여자들은 프로그램이 끝난 후에도 UTQ 회원과의 접촉이 강화 된 것으로 인식하고 UTQ가 아닌 동료와의 의사 소통의 어려움이 더욱 분명 해졌다. 이것은 이전 UTQ 과정 참가자들이 공통된 교육 틀을 공유했기 때문이라고 볼 수 있습니다. 일부학과에서는 UTQ 회원이 자격을 갖춘 교사의 역할 모델이되어 다른 사람들도 UTQ 프로그램에 참여하도록 유도했습니다. 일부 UTQ 회원은 교육을 전문으로하고 FHML이 제공하는 보건 전문 교육에서 석사 학위를 취득 할 계획을 가지고있었습니다.

Nearly, all participants reported an increase in educational networking; that is, they indicated that they consulted colleagues about their teaching activities more frequently. In doing so, they not only called upon colleagues with whom they had participated in the UTQ course, but also on other colleagues involved in teaching. However, this mainly hap- pened on an informal basis. Participants also perceived an intensification of contacts with UTQ members, even after the trajectory had ended, while difficulties in communicating with non-UTQ colleagues became more apparent. This could be ascribed to the fact that former UTQ-course participants shared a common educational framework. In some departments, UTQ members served as a role model of qualified teachers and inspired others to participate in the UTQ programme as well. Some UTQ members even had plans to specialize in education and to take the master’s in health professions education offered by the FHML.

(3) 조직 정책에 대한 인식 제고

Increased awareness of organizational educational policies

포커스 그룹에서는 몇 가지 촉진적 & 억제적 조건이 논의되었습니다. 참가자들이 주로 말한 것은 교육 경력에 호의적인 교수진 내에서 향상된 교육 문화를 체험하게되었다. 그러나 일부 학과장은 교육 전문가에게 더 자주 상담했지만 일부 다른 교육자는 교육에 많은 관심을 보이지 않았습니다. 동시에 대부분의 참가자들은 교육 정책과 교육 조직의 복잡성에 대해 더 많이 알게되었다고 보고했습니다. 또한, 그들은 교육 부서의 역할에 대한보다 분명한 시각을 얻었고, 조언을 구하기 위해 쉽게 부서로 찾아갔습니다turned to. UTQ 과정에서 참가자들에게 더 많은 교육적 역할을 수행하고 교육 경력을 쌓을 의무가 있다는 사실 또한 조직 문화의 변화를 촉발 시켰습니다. 따라서 faculty board에서는 UTQ 프로그램을 교수진 내 미래의 교육 지도자를 양성 할 수있는 장으로 여기는 이유가 있습니다. 교수진 이사회는 자격을 갖춘 프로그램 디렉터의 임명에 대한 책임이 있습니다. 참석자들은 각 부서가 새로운 교육 통찰력을 거의 수용하지 못하는 것을 장애요인으로 지적했다. 그러한 불일치로 인해 몇몇 참가자들은 과거의 행동으로 되돌아 갈 것을 두려워했다. 이 참가자들은 특히 새로 습득 한 행동을 고수하기위한 후속 활동이나 프로그램에 의지했습니다.

In the focus groups, several favourable and inhibiting condi- tions were discussed. What came to the fore was that partici- pants experienced an improved educational culture within the faculty in favour of educational careers. However, this did not particularly hold for all departments: while some department chairs consulted participants more often for their teaching expertise, other chairs did not showmuch interest in education. At the same time, most participants reported that they had become more aware of educational policies and the complexity of the educational organization. Moreover, they gained a clearer viewof the role of the educational department and more readily turned to the department for advice. The fact that the UTQ course obliged participants to fulfil more educational roles and to opt for an educational career also triggered a change in organizational culture. Hence, it is with reason that the faculty board in a way regards the UTQ programme as a breeding ground for future educational leaders within the faculty. The faculty board is among others, responsible for appointments of qualified programme directors. As regards barriers encoun- tered, participants pointed out that their departments were little receptive to new educational insights. Because of such indif- ference, a few participants feared that they would slide back into old behaviours. These participants in particular resorted to follow-up activities or programmes to hold on to their newly acquired behaviour.

(4) 교육 과제 및 활동을 수행함에있어 더 많은 자신감.
More confidence in fulfilling educational tasks and activities

포커스 그룹은 또한 직장에서 teacher learning 측면에서 몇 가지 동기 부여를 언급했습니다. 참가자들은 교육 과제 및 활동에 대해 더 높아진 인식수준과와 분석 능력을 언급했습니다. 교육 전달 및 교육 활동 계획 과정에서의 교육적 행동은 긍정적으로 변화했는데, 예를 들면 불확실성이 감소했다는 것 등입니다. 또한 팀 내에서의 협력이 강화되어 교육적 임무와 활동에 대해 동료로부터 피드백이나 도움을 더 쉽게 구하게 되었습니다. 마찬가지로 참가자들은 팀 책임team responsibilities이 증가했다는 점을 지적했다. 일부 기획 그룹은 새롭게 습득 한 교육 지식을 즉각적으로 프로그램의 재 설계 과정이나 교육적 접근법에 통합 시켰습니다. 따라서 FD는 참가자의 PPD Personal and Professional growth를 촉진합니다. 실제로, UTQ 프로그램을 수강하지 않은 직장 동료들은 가지고있는 사람들의 지식을 인정했습니다.

 

The focus groups also addressed several motivational aspects of teacher learning in the workplace. Participants reported more awareness and analytical ability with respect to the educational tasks and activities. Their educational behaviour during delivery of education and planning of educational activities had changed positively, for example in terms of reduced uncertainty. Moreover, collaboration within teams had intensified, as participants for instance more easily solicited feedback or assistance from colleagues about educa- tional tasks and activities. Likewise, participants noted an increase in team responsibilities; some planning groups immediately incorporated the newly acquired educational knowledge into the redesign process of a programme or into an educational approach. Hence, FD facilitates personal and professional growth. In fact, colleagues in the workplace who had not taken the UTQ programme recognized the knowledge of those who had.

Discussion and conclusion

 

포커스 그룹 토론의 결과에 따르면 FD 프로그램은 직장 환경에 긍정적인 영향을 미쳤다. 즉, 교사와 동료들 간의 의사 소통이 강화되었고, FD 프로그램에 참여한 사람들 사이에서는 더욱 그러했다. 가르침에 대한 피드백도 요청되었고 더 쉽게 그리고 더 자주 주어졌습니다. 이것은 O'Sullivan과 Irby 's (2011)의 FD 프로그램 참여자들이보다 강렬하게 의사 소통하고 교육에 대한 열정을 공유하는 새로운 교사 커뮤니티에 입장enter한다는 주장과 잘 어울립니다. 전반적으로 코칭과 네트워킹은 커뮤니티 형성의 촉매제 역할을하는 것으로 보였다. 코칭은 비공식적이고 암묵적인 학습에 대한 인식을 제고하고 그것을 작동operationalize하는 것을 돕는 것처럼 보였습니다. 같은 이유로, 교수진은 교육 조직과 문화를 더 잘 알게되었습니다. 이러한 효과의 합은 교육에보다 우호적인 분위기를 불러 일으켰고 교육 실습 공동체를 탄생 시켰습니다.

The results from the focus-group discussions reveal that the FD programme had a positive impact on the teaching workplace environment: it involved teachers in more intense communi- cation with colleagues and even more with those who had also partaken in the FD programme. Feedback on teaching was also solicited and given more easily and more frequently. This ties in nicely with O’Sullivan and Irby’s (2011) contention that participants in a FD programme communicate more intensely and enter a new community of teachers who share a passion for education. Through the whole, coaching and networking seemed to function as a catalyst for community formation. Coaching appeared to raise awareness of informal and tacit learning and help to operationalize it. By the same token, faculty became more aware of the educational organization and culture. The sum of these effects invoked an atmosphere that was more favourable to education and gave birth to a community of teaching practice.

 

그러나 동시에,  학과장마다 서로 다른 태도로 인해 부서간에 상당한 차이가있었습니다. 따라서 중요한 장애물은 아직 해결되지 않은 것이다. Teunissen (2014)는 조심스럽게 다음과 같이 말했다. "healthcare workplace는 변화에 저항하는 경향이있는 상대적으로 안정된 환경이다. 이는 개인의 저항 때문 만이 아니라 비슷한 목표를 가진 비슷한 일을하는 비슷한 집단의 사람들을 갖는 연습의 오랜 전통 때문이다". 그러므로, 교육과 연구 간의 관심에 대한 균형을 잡으려면, 인증 된 UTQ 스태프의 어느 정도비율로 고용해야하는 것이 이상적인가? 또한 이미 연구에 대해 그러한 것처럼, 교수진이 교육에 대한 책임accountability for education을 지도록 해야 한다. 이것은 또한 전통적인 관행이 여전히 흔들리는 부서에서 문화적 변화에 중요한 역할을 할 수 있습니다.

At the same time, however, significant differences existed between departments due to diverging attitudes adopted by the chairs. Hence, an important hurdle has yet to be taken, a concern that has been deftly voiced by Teunissen (2014) who posited that ‘‘healthcare workplaces are relatively stable environments that tend to resist change; not necessarily because of individual resistance but because of a practice’s longstanding tradition of having similar groups of people involved in similar tasks with similar goals’’. It is therefore suggested that further research be conducted that seeks to answer the following question: What proportion of certified UTQ staff should a department ideally employ so as to redress the balance of attention between education and research that has hitherto favoured the latter? We also recommend that departments hold faculty account- able for education, in line with procedures that are already in place for research. This can also mark an important agent for cultural change in departments where traditional practices still hold sway.

 

그러나 그러한 노력은 공동 목표를 공유하지 않는 공동체가 있다는 사실을 고려해야한다. 일부 동료나 부서는 교육 과제 및 활동의 실행을 금지합니다. 왜냐하면 연구보다는 교육에 대한 가치가 낮기 때문입니다. 이것은 대학의 커리큘럼 변화의 역사적 발전과 커리큘럼 개혁에 있어 연구에 대한 가치 제안value proposition이 강력한 저항을 일으킨다는 것을 조사한 Cuban (1999)의 연구와 일치합니다. 참여자들은 실제로 FD에 회의적인 여러 사례를 보고했다. 그들은 직업과 연구에 너무 많은 관심을 기울 였고 교육 과제와 활동은 거의 존중하지 않았습니다.

Such endeavours, however, should take into account the fact that there are communities that do not share a common goal; some colleagues, or even entire departments, inhibit the execution of educational tasks and activities, because they attach lesser a value to education than they do, for example, to research. This is in line with the work of Cuban (1999) who investigated the historical development of cur- riculum change in universities and the role of strong research value propositions in the resistance to curriculum reform. Participants indeed reported several instances of colleagues being sceptical about faculty development; they focused too much on career and research, and paid little respect to educational tasks and activities.

Appendix

Questions that guided the focus group discussions.

The goal of the focus group discussions was to investigate the impact of a faculty development programme on teachers’educational workplace environment. Guiding questions were as follows: 

(1) How did formal and informal coaching affect teaching practice after completion of the UTQ programme? 

(2) In what ways did your participation in formal and informal educational networks change? 

(3) Which factors facilitated and inhibited teaching practice in the department and the organization? 

(4) How did the UTQ programme affect your tasks and activities in the workplace? 

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Med Teach. 2016 Aug;38(8):808-14. doi: 10.3109/0142159X.2015.1112892. Epub 2015 Nov 26.

Communities of teaching practice in the workplace: Evaluation of a faculty development programme.

Schreurs ML1, Huveneers W1, Dolmans D1.

Author information

• 1a Maastricht University , The Netherlands.

Abstract

BACKGROUND:

The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational workplace environment.

METHODS:

We invited 23 teachers, who had successfully completed a University Teaching Qualification (UTQ) programme, to evaluate the faculty development programme and participate in focus group discussions. This UTQ programme spanned one year and covered 185 hours of formal and informal learning and training activities and formal coaching.

RESULTS:

After having obtained their UTQ, teachers reported that coaching enhances reflection and feedback, to participate more frequently in educational networks, which enhances consultation among teachers, increased awareness of organizational educational policies and more confidence in fulfilling educational tasks and activities.

CONCLUSION:

The evaluation of the UTQ programme demonstrated to enhance the development of a community of teachers at the workplace who share a passion for education and provide each other with support and feedback, which triggered a change in culture enhancing improvement of education. However, this did not hold for all teachers. Inhibiting factors hold sway, such as a prevailing commitment to research over education in some departments and a lack of interest in education by some department chairs.

PMID:

 

26610150

 

DOI:

 

10.3109/0142159X.2015.1112892