Mapping the work-based learning of novice teachers: Charting some rich terrain

Abstract

Background: Work-based non-formal learning plays a key role in faculty development yet these processes are yet to be described in detail in medical education. Aim: This study sets out to illuminate these processes so that potential benefits for new and inexperienced medical educators and their mentors can be realised. Method: The non-formal learning processes of 12 novice teachers were investigated across hospital, general practice and medical school settings. The research sought to describe 'what' and 'how' non-formal learning takes place, and whether these processes differ across teaching sites. Both clinical and non-clinical teachers of medical undergraduates from one inner city medical school were recruited for the study. Through semi-structured interviews and a 'concept map', participants were asked to identify the people and tasks which they considered central to helping them become more expert as educators. Results: Results identified non-formal learning across a number of key dimensions, including personal development, task and role performance, and optimising clinical teaching. This learning takes place as an outcome of experience, observation, reflection and student feedback. Conclusion: Non-formal learning is a significant aspect of the development of novice teachers and as such it needs to be placed more firmly upon the agenda of faculty development.

Informal, moralistic health education in Kenyan teacher education and how it influences the professional identity of student-teachers

“…The term ‘informal’ is associated with many other features of a situation that ‘its colloquial application as a descriptor of learning contexts may have little to do with learning per se’ (Eraut, 2000: 114). However, Cook (2009) argues that non-formal learning involves learning the principles, approaches and practical skills of teaching, and therefore should be on the agenda of all policy and practice, for instance in institutional development. To avoid confusion with non-formal learning, which occurs in connection with practical learning, this article uses the term ‘informal learning’ as a contrast to formal learning.…”

Informal teacher communities enhancing the professional development of medical teachers: a qualitative study

“…Empirical research on the actual practice of the peer learning of medical teachers, however, paints a different picture than the one described by situated learning theory. In the practice of teaching medicine, learning from colleagues and peers seems to be rather limited; feedback from colleagues is “rare and often unhelpful” [ 6 , 7 ]. Instead, medical teachers seem to learn to teach in an isolated way: from individual reflection on their on-the-job experiences of teaching and from reflection on earlier negative and positive experiences from their student life [ 6 , 7 ].…”

Research Methodological Challenges and Recommendations for Conducting a Comparative Qualitative Longitudinal Study Across Two Countries on Different Continents

“…The prolonged contact through longitudinal data collection enabled the development of good rapport and trust with the participants, which were essential elements of the study. Cook's (2009) study was influential in the initial recruitment strategy. The aim was to recruit and interview 18 participants from each country, with three females and three males representing the hospital, medical school, and general practice, respectively.…”

“…The availability of social factors such as collegial interaction (Eisen, 2001) and support (Little et al, 2014;O'Keefe et al, 2009), and senior educators' support (Cook, 2009;Duvivier et al, 2009;Heflin et al, 2009;McLeod & Steinert, 2009;O'Keefe et al, 2009) through apprenticeship, were also identified as supporting the learning of NMEs.…”