• T Stenfors-Hayes, H Hult, and L O Dahlgren.
• Karolinska Institutet, Stockholm, Sweden  Linköping University, Linköping, Sweden. terese.stenfors-hayes@ki.se
• Eur J Dent Educ. 2012 Feb 1; 16 (1): e151-7.

AbstractThe demands on faculty in terms of teaching are increasing, but until recently there has been little discussion of how faculty perceive that development as a teacher can be achieved or what approaches they use or suggest themselves. The aim of this study is to explore how teachers in dentistry and medicine understand development as teachers. For this study, 20 teachers were interviewed. The interviews were analysed using a phenomenographic approach. Three different ways of understanding development were identified: 1) Development as a dental or medical clinician/expert as the teacher role is seen as a tacit part of the role of the clinician. 2) Experience and professional and personal maturation, related to personal and professional development and confidence in ones clinical role. 3) Knowledge in education and systematic teacher training as in this category, being a teacher is seen as a separate role from that of being a clinician. The differences in these three ways of understanding development as a teacher are shown in their different aims of development, what kind of knowledge that may be used and what methods they suggested. The way teachers understand what it means to develop as a teacher will affect their motivation for engaging in development activities, which activities they choose and their own aims of development. This means that awareness of teachers' understanding of development is central when developing support or faculty development activities for teachers.© 2011 John Wiley & Sons A/S.

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