The role of teaching courses and teacher communities in strengthening the identity and agency of teachers at university medical centres

Akkerman, 2011, A dialogical approach to conceptualising teacher identity, Teaching and Teacher Education, 27, 308, 10.1016/j.tate.2010.08.013 Beauchamp, 2009, Understanding teacher identity: An overview of issues in the literature and implications for teacher education, Cambridge Journal of Education, 39, 175, 10.1080/03057640902902252 Beijaard, 2004, Reconsidering research on teachers' professional identity, Teaching and Teacher Education, 20, 107, 10.1016/j.tate.2003.07.001 Biesta, 2007, Agency and learning in the lifecourse: Towards an ecological perspective, Studies in the Education of Adults, 39, 132, 10.1080/02660830.2007.11661545 Bourdieu, 1992, The practice of reflexive sociology, 218 Charmaz, 2014 Coldron, 1999, Active location in teachers' construction of their professional identities, Journal of Curriculum Studies, 31, 711, 10.1080/002202799182954 Creswell, 2003, Advanced mixed methods research designs, 209 Dornan, 2009, Recruitment to academic medicine, Medical Education, 43, 300, 10.1111/j.1365-2923.2009.03294.x Edwards, 2015, Recognising and realizing teachers' professional agency, Teachers and Teaching: Theory and Practice, 21, 779, 10.1080/13540602.2015.1044333 Eraut, 2004, Informal learning in the workplace, Studies in Continuing Education, 26, 247, 10.1080/158037042000225245 Eteläpelto, 2013, What is agency? Conceptualizing professional agency at work, Educational Research Review, 10, 45, 10.1016/j.edurev.2013.05.001 Flores, 2006, Contexts which shape and reshape new teachers' identities: A multi-perspective study, Teaching and Teacher Education, 22, 219, 10.1016/j.tate.2005.09.002 Gercama, 2014, Bridging the gap between CBME in theory and practice: The role of a teacher community, Perspectives in Medical Education, 3, 486, 10.1007/s40037-014-0147-7 Holland, 2007, Vygotsky, Mead, and the new sociocultural studies of identity, 101 Hu, 2015, 'It was serendipity': A qualitative study of academic careers in medical education, Medical Education, 49, 1124, 10.1111/medu.12822 Kelly, 2006, What is teacher learning? A socio-cultural perspective, Oxford Review of Education, 32, 505, 10.1080/03054980600884227 Lieff, 2012, Who am I? Key influences on the formation of academic identity within a faculty development program, Medical Teacher, 34, E208, 10.3109/0142159X.2012.642827 MacDonald, 2001, The teaching community: Recreating university teaching, Teaching in Higher Education, 6, 153, 10.1080/13562510120045168 Malcolm, 2003, The interrelationships between informal and formal learning, Journal of Workplace Learning, 15, 313, 10.1108/13665620310504783 Marsick, 2001, Informal and incidental learning, New Directions for Adult and Continuing Education, 89, 25, 10.1002/ace.5 Paslawski, 2013, Recruitment and retention of tutors in problem-based learning: Why teachers in medical education tutor, Canadian Medical Education Journal, 4, e49, 10.36834/cmej.36603 Pololi, 2012, Why are a quarter of faculty considering leaving academic medicine? A study of their perceptions of institutional culture and intentions to leave at 26 representative U.S. medical schools, Academic Medicine, 87, 859, 10.1097/ACM.0b013e3182582b18 Quinn, 2015, Teacher activist organizations and the development of professional agency, Teachers and Teaching: Theory and Practice, 21, 745, 10.1080/13540602.2015.1044331 Sabel, 2014, “Medical education is the ugly duckling of the medical world” and other challenges to medical educators' identity construction: A qualitative study, Academic Medicine, 89, 1474, 10.1097/ACM.0000000000000420 Sannino, 2016, Formative interventions for expansive learning and transformative agency, Journal of the Learning Sciences, 25, 599, 10.1080/10508406.2016.1204547 Skelton, 2013, Positively transformational or poisoned chalice? The impact of a course on higher education teaching at a research-intensive institution, Teaching in Higher Education, 18, 908, 10.1080/13562517.2013.827640 Smith, 2012, Make the context work for you: Faculty in a changing academic medicine landscape, Journal of Clinical Psychology in Medical Settings, 19, 22, 10.1007/s10880-011-9286-8 Sorinola, 2015, Faculty development for educators: A realist evaluation, Advances in Health Sciences Education, 20, 385, 10.1007/s10459-014-9534-4 Starr, 2003, Community preceptors' views of their identities as teachers, Academic Medicine, 78, 820, 10.1097/00001888-200308000-00017 Steinert, 2015, Why physicians teach: Giving back by paying it forward, Medical Education, 49, 773, 10.1111/medu.12782 Steinert, 2006, A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME guide no. 8, Medical Teacher, 28, 497, 10.1080/01421590600902976 Van Lankveld, 2016, Informal teacher communities enhancing the professional development of medical teachers: A qualitative study, BMC Medical Education, 16, 109, 10.1186/s12909-016-0632-2 Van Lankveld, 2017, Integrating the teaching role into one's identity: A qualitative study of beginning undergraduate medical teachers, Advances in Health Sciences Education, 36, 325 Van Lankveld, 2017, Developing a teacher identity in the university context: A systematic review of the literature, Higher Education Research & Development, 36, 325, 10.1080/07294360.2016.1208154 VSNU, 2008 Warhurst, 2006, “We really felt part of something”: Participatory learning among peers within a university teaching-development community of practice, International Journal for Academic Development, 11, 111, 10.1080/13601440600924462 Wenger, 1998