How do non-attenders of faculty development offerings perceive their development as educators?

Madzimbamuto, Farai Daniel (2019-12)

Thesis (MPhil)--Stellenbosch University, 2019.

Thesis

ENGLISH SUMMARY : Background: Faculty Development, as a means of addressing the educational needs of health professionals entering undergraduate and postgraduate teaching, has been undergoing continuous change of definition and expanding its scope of activities. The research literature has tended to focus on those that participate or attend faculty development activities. The Department of Health Professions Education at the University of Zimbabwe College of Health Sciences has been offering faculty development activities for seven years. There are members of faculty who have not attended all or most of these. From the literature, those who attend in other countries, describe the same constraints to participation as non-attenders, and yet still manage to attend. In higher education, faculty are recruited for their content expertise and have to develop pedagogic expertise, and faculty development activities assist in this process. The aim of this study is to explore how faculty who do not attend perceive their development and identity as educators. Methodology: This was a phenomenological study attempting to present, record, understand and be interpretive of the experience of faculty developing into teachers and educators. Non-attenders were defined as those who, in the last five years, have attended one or less faculty development offerings of the Department of Health Professions Education. Attendance registers were used to identify participants and purposive sampling was used to achieve a sample balanced for clinical and non-clinical roles, full and part-time, gender and years since appointment to the university. An interview schedule was used, with all the interviews recorded, transcribed, and member-checked before analysis commenced. Transcendental phenomenological analysis was used. Each subject’s own words, phrases, sentences and narratives related to the research question were extracted. These ‘moments of meaning’ were then arranged in clusters and themes before being combined and subjected to interpretation. Results and Discussion: Six faculty members were interviewed, and each transcript generated between 41-65 ‘moments of meaning’, from which duplications and redundancies were removed. The themes that emerged were related to becoming a teacher, professional identity and perception of personal development. In becoming a teacher, there was a diversity of pathways into teaching, participants had mainly been identified as academic or bright and encouraged to join or participate in the academic activities of their discipline on completion of postgraduate training. Health professionals usually come into higher education with an identity as a clinician already formed, and they must negotiate developing or adding a new one as an educator. The departments and professional association provided a network for the source and dissemination of information about teaching, learning and education research. This networking played was a key enabler of informal learning. Conclusion: The non-attenders were largely independent and organise their own learning opportunities, goals and objectives. Their drive and motivation can help other faculty, particularly in being able to articulate their learning needs, so that FD can be more purposive and needs directed.

AFRIKAANSE OPSOMMING : Agtergrond: Fakulteitsontwikkeling (FO), as 'n manier om die onderrigbehoeftes van gesondheidswerkers wat voorgraadse en nagraadse onderrig betree aan te spreek, is deurlopend besig om geherdefinieer te word en die omvang van aktiwiteite uit te brei. Die navorsingsliteratuur is geneig om op diegene te konsentreer wat deelneem aan fakulteitsontwikkelingsaktiwiteite. Die Departement van Gesondheidsberoepe-onderrig aan die Universiteit van Zimbabwe College van Gesondheidswetenskappe bied reeds die afgelope sewe jaar fakulteitsontwikkelingsaktiwiteite aan. Daar is fakulteitslede wat nog geen, of die meeste van hierdie geleenthede, nie bygewoon het nie. Volgens die literatuur, beskryf diegene wat in ander lande wel bywoon, dieselfde beperkings tot deelname as nie-bywonendes, alhoewel hulle tog daarin slaag om die aktiwiteite by te woon. In hoër onderrig word fakulteitslede gewerf vir hul inhoudskundigheid en moet hulle pedagogiese kundigheid en fakulteitsontwikkelingsaktiwiteite help met hierdie ontwikkelingsproses. Die doel van hierdie studie is om te ondersoek hoe fakulteit wat nie bywoon nie, hul ontwikkeling en identiteit as opvoeders ervaar. Metodologie: Dit was 'n fenomenologiese studie wat gepoog het om die ervaring van fakulteitsontwikkeling van gesondheidsprofessionele opvoeders weer te gee, aan te teken, te begryp en te interpreteer. Nie-bywonendes is gedefinieer as diegene wat die afgelope vyf jaar een of minder fakulteitsontwikkelingsaanbiedinge van die Departement van Gesondheidsberoepe-onderrig bygewoon het. Bywoningsregisters is gebruik om deelnemers te identifiseer en doelgerigte steekproefnemings is gebruik om 'n steekproef te bereik wat gebalanseer is vir kliniese en nie-kliniese rolle, voltyds en deeltyds, geslag en jare sedert die aanstelling van die universiteit. 'n Onderhoudskedule is, tydens die opnames van al die onderhoude, wat getranskribeer en deur lede gekontroleer is, gebruik, voordat die ontleding begin het. Transendentale fenomenologiese analise is gebruik. Elke persoon of deelnemer se eie woorde, frases, sinne en vertellings wat met die navorsingsvraag verband gehou het, is aangehaal. Hierdie 'oomblikke van betekenis' is in groepe en temas gerangskik, voordat dit saamgevat en aan interpretasie onderwerp is. Resultate en bespreking: Ses fakulteitslede is ondervra, en elke transkripsie het tussen 41-65 'oomblikke van betekenis' gegenereer, waarvan duplikasies en onnodige inligting verwyder is. Die temas wat na vore gekom het, hou verband met die ontwikkeling van ʼn opvoeder, die professionele identiteit en die persepsie van persoonlike ontwikkeling. In die ontwikkeling van ʼn opvoeder, was daar 'n verskeidenheid van paaie na onderrig; deelnemers is hoofsaaklik as akademies of bekwaam geïdentifiseer en is aangemoedig om aan die akademiese aktiwiteite van hul vakgebiede deel te neem, na voltooiing van die nagraadse opleiding. Gesondheidswerkers sluit gewoonlik by hoër onderrig aan met 'n identiteit van 'n klinikus wat alreeds gevorm is, en hulle moet dan onderhandel oor die ontwikkeling hiervan of die byvoeging van 'n nuwe een as ‘n opvoeder. Die betrokke departemente en die professionele vereniging het 'n netwerk voorsien vir die bron en verspreiding van inligting oor onderrig, leer en onderrignavorsing. Hierdie netwerke wat uitgespeel het, was 'n belangrike faktor vir informele leer. Gevolgtrekking: Die nie-bywoners was grootliks onafhanklik en organiseer hul eie doelwitte, doelstellings en leergeleenthede. Hul dryfkrag en motivering kan ander lede van fakulteit help, veral om hul leerbehoeftes te artikuleer, sodat FO meer doelgerig en behoefte gerig kan wees.

Please refer to this item in SUNScholar by using the following persistent URL: http://hdl.handle.net/10019.1/107079
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