178 Chapter 6 38. McKimm J, Ramani S, Forrest K, et al. Adaptive leadership during challenging times: Effective strategies for health professions educators: AMEE Guide No. 148. Med Teach. 2023;45(2):128-138. doi: 10.1080/0142159X.2022.2057288 39. Mezirow J. Transformative dimensions of adult learning. ERIC; 1991. 40. Van Schalkwyk SC, Hafler J, Brewer TF, et al. Transformative learning as pedagogy for the health professions: a scoping review. Med Educ. 2019;53(6):547-558. 41. Jippes E, Steinert Y, Pols J, Achterkamp MC, van Engelen JM, Brand PL. How do social networks and faculty development courses affect clinical supervisors’ adoption of a medical education innovation? An exploratory study. Acad Med. 2013;88(3):398-404. 42. MacDougall J, Drummond MJ. The development of medical teachers: an enquiry into the learning histories of 10 experienced medical teachers. Med Educ. 2005;39(12):12131220. 43. Bullough RV, Knowles JG, Crow NA. Emerging as a Teacher. Routledge; 1991. 44. Sadler I. The challenges for new academics in adopting student-centred approaches to teaching. Stud High Educ. 2012;37(6):731-745. 45. Samuelowicz K, Bain JD. Conceptions of teaching held by academic teachers. High Educ. 1992:93-111. 46. Kember D. A reconceptualisation of the research into university academics’ conceptions of teaching. Learn Instr. 1997;7(3):255-275. 47. Martin E, Ramsden P. An expanding awareness: how lecturers change their understanding of teaching. In: Parer MS, ed. Research and Development in Higher education. HERDSA; 1992;15:148-155. 48. Martin E, Prosser M, Trigwell K, Ramsden P, Benjamin J. What university teachers teach and how they teach it. Instr Sci. 2000; 28: 387–412. 49. Kane R, Sandretto S, Heath C. Telling half the story: A critical review of research on the teaching beliefs and practices of university academics. Rev Educ Res. 2002;72(2):177228. 50. Assen J, Meijers F, Otting H, Poell R. Explaining discrepancies between teacher beliefs and teacher interventions in a problem-based learning environment: A mixed methods study. Teach Teach Educ. 2016;60:12-23. 51. Fischer E, Hänze M. How do university teachers’ values and beliefs affect their teaching? Educ Psychol. 2020;40(3):296-317. 52. Monrouxe LV. Identity, identification and medical education: why should we care? Med Educ. 2010;44(1):40-49. 53. O’Sullivan PS, Irby DM. Reframing research on faculty development. Acad Med. 2011;86(4):421-428. 54. de Carvalho-Filho MA, Tio RA, Steinert Y. Twelve tips for implementing a community of practice for faculty development. Med Teach. 2020;42(2):143-149. 55. Steinert Y. Faculty development: from rubies to oak. Med Teach. 2020;42(4):429-435. 56. Postareff L, Lindblom-Ylänne S, Nevgi A. The effect of pedagogical training on teaching in higher education. Teach Teach Educ. 2007;23(5):557-571. 57. Trautwein C. Academics’ identity development as teachers. Teach High Educ. 2018;23(8):995-1010.
RkJQdWJsaXNoZXIy MTk4NDMw