Contradictions in Clinical Teachers' Engagement in Educational Development: An Activity Theory Analysis

Autor/inn/en	Elmberger, Agnes; Björck, Erik; Liljedahl, Matilda; Nieminen, Juha; Bolander Laksov, Klara
Titel	Contradictions in Clinical Teachers' Engagement in Educational Development: An Activity Theory Analysis
Quelle	In: Advances in Health Sciences Education, 24 (2019) 1, S.125-140 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1382-4996
DOI	10.1007/s10459-018-9853-y
Schlagwörter	Clinical Teaching (Health Professions); Hospitals; Educational Development; Social Theories; Medical Schools + Suchen Sie Ihr Suchwort? Krankengymnast; Krankenhaus; Bildungsentwicklung; Gesellschaftstheorie; Medizinische Ausbildung
Abstract	Many medical universities offer educational development activities to support clinical teachers in their teaching role. Research has focused on the scope and effectiveness of such activities and on why individual teachers attend. However, systemic perspectives that go beyond a focus on individual participants are scarce in the existing literature. Employing activity theory, we explored how clinical teachers' engagement in educational development was affected by the systems they act within. Three focus groups were held with clinical teachers from different professions. A thematic analysis was used to map the contradictions between the systems that the participants were part of and the manifestations of these contradictions in the system of education. In our model, clinical teachers were part of three activity systems directed by the objects of patient care, research and education respectively. Contradictions arose between these systems as their objects were not aligned. This manifested through the enacted values of the academic hospital, difficulties establishing educational discussions in the clinical workplace, the transient nature of educational employments, and impediments to developing a teacher identity. These findings offer insights into the complexities of engaging in educational development as clinical teachers' priorities interact with the practices and values of the academic hospital, suggesting that attention needs to shift from individual teachers to developing the systems in which they work. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01