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Faculty Development for Workplace Instructors

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Extraordinary Learning in the Workplace

Part of the book series: Innovation and Change in Professional Education ((ICPE,volume 6))

Abstract

If the ultimate goal of workplace learning is to be successful teaching students who have been placed in the workplace setting to learn, then strategies that will help the instructors learn how to support the students are the goal of faculty development (also called staff development or educational development in different countries and disciplines) and its practitioners. To use the more familiar workplace learning denotation, faculty developers are the trainers who train the trainers. The focus of that training, and this chapter, is the workplace instructor and the goal of that training is to make the workplace instructors more effective when helping students. This chapter will identify evidence-based practices that can help instructors be more effective, while maintaining the integrity of the workplace activities.

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Notes

  1. 1.

    To clarify the workplace settings that we have researched for this chapter, we are studying clinical settings for the medical and nursing professions, student teaching in real schools and classrooms for the teaching profession, and placements in congregations and other social service settings for the pastoral profession. This means that we are targeting attending physicians or preceptors, clinical nursing supervisors or preceptors, cooperating teachers, and clinical pastoral education supervisors.

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Authors and Affiliations

  1. The University of Texas, Austin, TX, USA

    Marilla D. Svinicki

  2. David Geffen School of Medicine at UCLA, Los Angeles, CA, USA

    LuAnn Wilkerson

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Correspondence to Marilla D. Svinicki .

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  1. Yale School of Medicine, New Haven, 06510, Connecticut, USA

    Janet P. Hafler

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Svinicki, M.D., Wilkerson, L. (2011). Faculty Development for Workplace Instructors. In: Hafler, J. (eds) Extraordinary Learning in the Workplace. Innovation and Change in Professional Education, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0271-4_7

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