The twelve roles of a teacher a valuable framework for teachers pedagogical training

Eeva Pyrl, PhD Matti Aarnio, MEd Juha Nieminen, MPsych Research & Development Unit for Medical Education University of Helsinki, Finland P.O.Box 63, 00014 University of Helsinki, FinlandAMEE 2009, Mlaga, Spain 29 August to 2 September 2009

In 2008-2009 the questionnaire was translated and used in a course of university pedagogy for teachers of the medical faculty (10 ECTS credits)
Questionnaire

filled in twice, at the beginning and at the end of the course Focus on the teachers current personal commitment to the twelve roles

Results

Todays teachers provide information

primarily as clinical or practical teachers not as lecturers Teachers are strongly committed to being a role model for students Teachers are little committed to the teachers planning activities and resource development Teachers are relatively little committed to assessment Evaluation of the effectiveness of the teachers course on university pedagogy
Clear

rise in four teachers roles at the end of the course

Further use of the role framework

Course on university pedagogy
Teachers

role a fruitful framework More emphasis on assessment and planning

Development of teachers portfolio

Tool

for self-evaluation and assessment during the course of university pedagogy Tool for the teachers personal development Both quantitative and qualitative material

Development of a teaching unit

All

roles need to be represented in a unit Development towards a balanced team of teachers

Pada 2008-2009 kuesioner diterjemahkan dan digunakan dalam suatu program universitas pedagogi guru dari fakultas kedokteran ( 10 kredit ECTS ) s

hasil

en untuk kegiatan perencanaan guru dan pengembangan sumber daya

Penggunaan lebih lanjut dari kerangka peran

ribadi guru

Learner centred approaches in medical education

John A Spencer, senior lecturer in primary health care and Reg K Jordan, professor of medical education

BMJ. 1999 May 8; 318(7193): 12801283. PMCID: PMC1115656 John A Spencer, senior lecturer in primary health care and Reg K Jordan, professor of medical education Medical Education, Faculty of Medicine, University of Newcastle, Newcastle upon Tyne NE2 4HH Correspondence to: Dr Spencer j.a.spencer/at/ncl.ac.uk Accepted April 16, 1999.

The pedagogic shift from the traditional teacher centred approach, in which the emphasis is on teachers and what they teach, to a student centred approach, in which the emphasis is on students and what they learn, requires a fundamental change in the role of the educator from that of a didactic teacher to that of a facilitator of learning.3

Strategies that have been developed as self directed learning include:

Problem based learning Discovery learning Task based learning Experiential and reflective learning Portfolio based learning Small group, self instructional, and project based learning Peer evaluation and learning contracts.912
Pergeseran dari pendekatan pedagogik guru berpusat tradisional, di mana penekanannya adalah pada guru dan apa yang mereka ajarkan, ke pendekatan student centered, di mana penekanannya adalah pada siswa dan apa yang mereka pelajari, membutuhkan perubahan mendasar dalam peran pendidik dari seorang guru didaktik dengan seorang fasilitator learning.3 Strategi yang telah dikembangkan sebagai diri diarahkan belajar meliputi:

 pembelajaran berbasis masalah belajar Penemuan pembelajaran berbasis Task Experiential dan pembelajaran reflektif pembelajaran berbasis Portofolio Kelompok kecil, instruksional diri, dan proyek pembelajaran berbasis Evaluasi rekan dan belajar contracts.9-12

The changing role of teachers

Learner centred approaches challenge the traditional view of the teacher as the person who determines what, when, and how learners will learn, with didactic teaching as the predominant method. Creating an environment in which students can learn effectively and efficiently becomes the new prerequisite, demanding not only that teachers are experts in their fields but alsoand more importantlythat they understand how people learn.34 This has major implications in terms of staff development, with the recognition that changing a curriculum and keeping it going are unlikely to be effective if teachers are not able to take on new roles. Such development needs to take place at all levels from the institutional to the individual.35 Barriers include the perennial problems of conflict with service provision and the research first culture that prevails in most medical schools, and the underresourcing of faculty development.

Conclusion
It is for each medical school to determine its own educational aim, analyse the context in which it operates, identify the factors that constrain its operation, and choose the curricular model and teaching and learning methods that suit it best. Provided it is evidence based, diversity of approach is a good thing and to be encouraged. Whatever the detail, a strategy that promotes self directed learning is likely to be the most

effective. There is still, however, a need for rigorous evaluation before one approach can be deemed to produce better doctors than another.36
Perubahan peran guru Learner berpusat pendekatan menantang pandangan tradisional guru sebagai orang yang menentukan apa, kapan , dan bagaimana peserta didik akan belajar , dengan mengajar didaktik sebagai metode utama . Menciptakan suatu lingkungan di mana siswa dapat belajar secara efektif dan efisien menjadi prasyarat baru , menuntut tidak hanya bahwa guru yang ahli di bidangnya , tetapi juga - dan lebih penting lagi - bahwa mereka memahami bagaimana orang learn.34

Hal ini memiliki implikasi besar dalam hal pengembangan staf , dengan pengakuan bahwa perubahan kurikulum dan menjaga itu akan tidak mungkin efektif jika guru tidak mampu mengambil peran baru . Pembangunan tersebut perlu terjadi di semua tingkatan dari kelembagaan Hambatan individual.35 termasuk masalah abadi konflik dengan penyediaan layanan dan " penelitian pertama " budaya yang berlaku di sebagian besar sekolah kedokteran , dan underresourcing pengembangan fakultas .

kesimpulan Hal ini untuk setiap sekolah medis untuk menentukan tujuan pendidikan sendiri , menganalisis konteks di mana ia beroperasi , mengidentifikasi faktor-faktor yang membatasi operasinya , dan memilih model kurikuler dan pengajaran dan metode pembelajaran yang sesuai dengan itu yang terbaik . Asalkan itu berdasarkan bukti , keragaman pendekatan adalah hal yang baik dan harus didorong . Apapun detail , strategi yang mempromosikan diri diarahkan belajar cenderung menjadi yang paling efektif . Masih ada , bagaimanapun , kebutuhan untuk evaluasi ketat sebelum satu pendekatan yang dapat dianggap untuk menghasilkan dokter yang lebih baik daripada another.36

34. Irby DM. What clinical teachers in medicine need to know. Acad Med.1994;69:333 342. [PubMed] 35. Brew A, editor. Directions in staff development. Buckingham and Bristol: Society for Research into Higher Education and Open University; 1995. 36. Woodward CA. Problem-based learning in medical education: developing a research agenda. Adv Health Sci Educ. 1996;1:8394.