Opin vísindi

Needs, motivations, and identification with teaching: a comparative study of temporary part-time and tenure-track health science faculty in Iceland

Show simple item record

dc.contributor Háskóli Íslands
dc.contributor University of Iceland
dc.contributor.author Snook, Abigail Grover
dc.contributor.author Schram, Asta Bryndis
dc.contributor.author Sveinsson, Thorarinn
dc.contributor.author Jones, Brett D.
dc.date.accessioned 2020-03-23T15:42:30Z
dc.date.available 2020-03-23T15:42:30Z
dc.date.issued 2019-09-11
dc.identifier.citation Snook, A.G., Schram, A.B., Sveinsson, T. et al. Needs, motivations, and identification with teaching: a comparative study of temporary part-time and tenure-track health science faculty in Iceland. BMC Medical Education 19, 349 (2019). https://doi.org/10.1186/s12909-019-1779-4
dc.identifier.issn 1472-6920
dc.identifier.uri https://hdl.handle.net/20.500.11815/1647
dc.description Publisher's version (útgefin grein)
dc.description.abstract Background: About 70% of teachers who instruct healthcare students are considered sessional (adjunct/temporary part-time) faculty and receive limited instruction in pedagogy. Sessional faculty may feel isolated and struggle with their teacher identity, and are often assumed to vary in their commitment, motivation, and ability to teach. However, research on teaching identity, motivations, and needs of sessional faculty is lacking. The aim of this study was to compare similarities and differences between sessional and tenure-track faculty across a health science school to guide faculty development for sessional faculty. Methods: We developed an online needs assessment survey, based on informal interviews and literature reviews. Seventy-eight tenure-track faculty and 160 sessional faculty completed the survey (37, 25% response rate, respectively). We used validated scales to assess intrinsic motivation, identified regulated motivation, and identification with teaching, as well as developed scales (perceived connectedness, motivated by appreciation to try new teaching method) and single items. All scales demonstrated good internal consistency. We compared sessional and tenure-track faculty using t-tests/chi-square values. Results: We found similarities between sessional and tenure-track faculty in intrinsic motivation, identified regulated motivation, and identification with teaching. However, sessional faculty perceived less department connectedness and were more motivated to improve instruction if shown appreciation for trying new teaching methods. Sessional faculty agreed more that they desired pedagogy instruction before starting to teach and that teachers should invest energy in improving their teaching. Admitting to less participation in activities to enhance teaching in the last year, sessional faculty were more interested in digital formats of faculty development. Conclusion: Our comparison suggested that sessional faculty value being a teacher as part of their self, similar to tenured faculty, but desired more appreciation for efforts to improve and perceived less connectedness to their university department than tenured faculty. They also preferred digital formats for pedagogy to improve accessibility, prior to and throughout their teaching career to support their development as teachers. Using this information as a guide, we provide suggestions for faculty development for sessional faculty. Supporting sessional faculty in the health sciences should improve the quality of teaching and positively affect student learning.
dc.description.sponsorship The principal author, AGS, receives funding from The Doctoral Grants of The University of Iceland Research Fund. ABS received partial funding from The Academic Affairs Fund at the University of Iceland. No other forms of funding were received.
dc.format.extent 349
dc.language.iso en
dc.publisher Springer Science and Business Media LLC
dc.relation.ispartofseries BMC Medical Education;19(1)
dc.rights info:eu-repo/semantics/openAccess
dc.subject Adjunct
dc.subject Connectedness
dc.subject Faculty development
dc.subject Identity
dc.subject Motivation
dc.subject Needs
dc.subject Non-tenured
dc.subject Pedagogy
dc.subject Self-determination theory
dc.subject Háskólakennarar
dc.subject Heilbrigðisvísindi
dc.subject Háskólanám
dc.subject Kennsla
dc.subject Uppeldisfræði
dc.subject Sjálfsvitund
dc.title Needs, motivations, and identification with teaching: a comparative study of temporary part-time and tenure-track health science faculty in Iceland
dc.type info:eu-repo/semantics/article
dcterms.license Open Access. This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
dc.description.version Peer Reviewed
dc.identifier.journal BMC Medical Education
dc.identifier.doi 10.1186/s12909-019-1779-4
dc.contributor.department Læknadeild (HÍ)
dc.contributor.department Faculty of Medicine (UI)
dc.contributor.department Rannsóknarstofa í hreyfivísindum (HÍ)
dc.contributor.department Research Centre for Movement Sciences (UI)
dc.contributor.school Heilbrigðisvísindasvið (HÍ)
dc.contributor.school School of Health Sciences (UI)

Files in this item

This item appears in the following Collection(s)

Show simple item record