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Strong collegial networks and a desire for change are important for teachers who develop towards a scholarship of teaching and learning

Sonesson, Anders LU and Edgren, Gudrun LU (2013) AMEE (Association for Medical Education in Europe), 2013
Abstract
Background: Teachers undertaking scholarly inquiry into teaching and learning can improve education. Many universities wish to promote such undertakings e.g. with teaching awards and academies.

Summary of work: The aim of this study is to better understand circumstances where teachers develop towards a Scholarship of teaching and learning, SoTL, in a research-intensive faculty of medicine and health sciences. We have interviewed teachers who have published peer-reviewed articles on teaching and learning and/or are members of the Teaching Academy.

Summary of results: Teachers’ scholarly inquiry into teaching and learning was primarily motivated by their concern for their professional and/or academic... (More)
Background: Teachers undertaking scholarly inquiry into teaching and learning can improve education. Many universities wish to promote such undertakings e.g. with teaching awards and academies.

Summary of work: The aim of this study is to better understand circumstances where teachers develop towards a Scholarship of teaching and learning, SoTL, in a research-intensive faculty of medicine and health sciences. We have interviewed teachers who have published peer-reviewed articles on teaching and learning and/or are members of the Teaching Academy.

Summary of results: Teachers’ scholarly inquiry into teaching and learning was primarily motivated by their concern for their professional and/or academic field. Important goals were improvement of healthcare and professional skills and values, strengthening of emerging academic disciplines, and professionalization of teaching. Students were seen as future colleagues and important agents for development. SoTL was described as a shared enterprise, where colleagues and extended networks were indispensible. Courses in medical education had been important in providing theory, shared vocabulary and opportunities to exchange experiences and create networks. Award systems and career advantages had not been important. All teachers had permanent positions and described having both freedom and responsibility in their work. Other circumstances described were concern and understanding of learning as a cornerstone of medical or health professions and, for some, similarities between methodologies in educational and medical/health inquiry.

Conclusions
: Universities who wish to promote scholarly educational development should create opportunities for teachers to meet and create networks across professions and disciplines as well as positions within which teachers can undertake such enterprises. Award systems are probably not as important. (Less)
Please use this url to cite or link to this publication:
author
organization
publishing date
type
Contribution to conference
publication status
published
subject
keywords
SoTL, Scholarship of teaching and learning, Medical education
categories
Higher Education
conference name
AMEE (Association for Medical Education in Europe), 2013
language
English
LU publication?
yes
id
3833a966-6b76-4944-9357-cc5a46aab36e (old id 4437932)
alternative location
http://www.amee.org/conferences/amee-past-conferences/amee-conference-2013
date added to LUP
2014-05-15 13:33:46
date last changed
2016-10-14 14:15:10
@misc{3833a966-6b76-4944-9357-cc5a46aab36e,
  abstract     = {<b>Background</b>: Teachers undertaking scholarly inquiry into teaching and learning can improve education. Many universities wish to promote such undertakings e.g. with teaching awards and academies.<br/><br/><b>Summary of work:</b> The aim of this study is to better understand circumstances where teachers develop towards a Scholarship of teaching and learning, SoTL, in a research-intensive faculty of medicine and health sciences. We have interviewed teachers who have published peer-reviewed articles on teaching and learning and/or are members of the Teaching Academy.<br/><br/><b>Summary of results:</b> Teachers’ scholarly inquiry into teaching and learning was primarily motivated by their concern for their professional and/or academic field. Important goals were improvement of healthcare and professional skills and values, strengthening of emerging academic disciplines, and professionalization of teaching. Students were seen as future colleagues and important agents for development. SoTL was described as a shared enterprise, where colleagues and extended networks were indispensible. Courses in medical education had been important in providing theory, shared vocabulary and opportunities to exchange experiences and create networks. Award systems and career advantages had not been important. All teachers had permanent positions and described having both freedom and responsibility in their work. Other circumstances described were concern and understanding of learning as a cornerstone of medical or health professions and, for some, similarities between methodologies in educational and medical/health inquiry.<b><br/><br/>Conclusions</b>: Universities who wish to promote scholarly educational development should create opportunities for teachers to meet and create networks across professions and disciplines as well as positions within which teachers can undertake such enterprises. Award systems are probably not as important.},
  author       = {Sonesson, Anders and Edgren, Gudrun},
  keyword      = {SoTL,Scholarship of teaching and learning,Medical education},
  language     = {eng},
  title        = {Strong collegial networks and a desire for change are important for teachers who develop towards a scholarship of teaching and learning},
  year         = {2013},
}