88 Chapter 3 I think it’s just really willingness to make the learning fun. You know the students. They like teachers who allow them to learn something new. (identity/ related to educational role; S01) With regard to contextual and personal factors, the ‘Role model’ profile included significantly more academics from Leiden University Medical School (LUMC) (p= .004). Profile III: the ‘Practitioner’ The five academics in this profile all commented within the themes of competencies and behaviours. They did not refer to the more central themes of mission or identity. We called them the ‘Practitioners,’ skilled professionals, who focus on the practice of education. Looking at the subthemes, three academics expressed the conviction that being a good teacher is an innate talent (p= .004); no academic in the other profiles articulated such a conviction. Yet, all these three practitioners emphasised the importance of the appropriate competencies to being a good teacher. All academics of the ‘Practitioner’ profile verbalised behaviours that are related to students; within this subtheme four distinctive aspects can be distinguished. Firstly, generating the students’ enthusiasm is considered a crucial element of teacher qualities. You need to have a motivating way of doing your presentation or coaching. I think that’s very important. (competency/related to student/evoking enthusiasm; L03) Secondly, relating to the student at an interpersonal level is considered important, for instance by creating a safe atmosphere, or by being available after class or by e-mail. Thirdly, respondents mentioned behaviours that should stimulate self-directed learning, such as encouraging students to ask questions or to actively participate during the session. Trying to let the students do most of the work, for that is the idea behind small group teaching. A teacher who just tells a story to the students [...], in the end that is not the purpose [of small group teaching]. (behaviours/related to student/stimulate self-directed learning; L09)
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