From theory to practice – explorations of how clinicians transfer knowledge from faculty development
My PhD project uses an activity theoretical approach to explore clinical teachers’ engagement in faculty development activities and how they transfer their learning from such activities into their teaching practices in clinical settings. In other words, it aims to widen the understanding for how faculty development activities contributes with change in practice.
The project explores transfer of educational innovations developed in a faculty development program, as well as transfer of new knowledge and skills attained in faculty development. The research focuses on systemic and contextual factors influencing the processes related to knowledge transfer and aims at contributing to the enhancement of teaching practices in clinical settings, as well as advancing the field of faculty development.