Conceptualising GP teachers’ knowledge: a pedagogical content knowledge perspective

References

• Spencer JA and Jordan RK (1999) Learner centred approaches in medical education. BMJ 318: 1280–3.
   Google Scholar
• Steinert Y, Mann K, Centeno A et al (2006) A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical Teacher 28: 497–526.
   Google Scholar
• Swanwick T (2009) Teaching the teachers: no longer an optional extra. British Journal of Hospital Medicine (London) 70 (3): 126–7.
   Google Scholar
• O’Sullivan PS and Irby D (2011) Reframing research on faculty development. Academic Medicine 86 (4): 421–8.
   Google Scholar
• Shulman LS (1986) Paradigms and research programs in the study of teaching: a contemporary perspective. In: Mattock MC (ed) Handbook of Research on Teaching (3e). Macmillan: New York, pp. 3–36.
   Google Scholar
• Shulman LS (1987) Knowledge and teaching: foundations of a new reform. Harvard Educational Review 57: 1–22.
   Google Scholar
• Berry A, Loughran J and Van Driel JH (2008) Revisiting the roots of pedagogical content knowledge. International Journal of Science Education 30: 1271–9.
   Google Scholar
• Grossman PL (1990) The Making of a Teacher: teacher knowledge and teacher education. Teachers College Press: New York.
   Google Scholar
• Whitcomb J (2003) Learning and Pedagogy in Initial Teacher Preparation. Handbook of Psychology – Volume 7: Educational Psychology. New York, John Wiley & Sons, Inc. 7: 533–56.
   Google Scholar
• Lederman NG and Gess-Newsome J (1992) Do subject matter knowledge, and pedagogical content knowledge constitute the ideal gas law of science teaching? Journal of Science Teacher Education 3 (1): 16–20.
   Google Scholar
• Loughran JJ, Berry A and Mulhall P (2004) In search of pedagogical content knowledge in science: developing ways of articulating and documenting professional practice. Journal of Research in Science Teaching 41 (4): 370–91.
   Google Scholar
• Van Driel JH, Verloop N and De Vos W (1998) Developing science teachers’ pedagogical content knowledge. Journal of Research in Science Teaching 35 (6): 673–95.
   Google Scholar
• McLeod PJ, Meagher T, Steinert Y, Schuwirth L and McLeod AH (2004) Clinical teachers’ tacit knowledge of basic pedagogic principles. Medical Teacher 26: 23–7.
   Google Scholar
• Bransford J, Stevens R, Schwartz A et al (2006) Learning Theories and Education: toward a decade of synergy. Handbook of Educational Psychology. Alexander P and M. PW. Erlbaum: New Jersey.
   Google Scholar
• Ennis CD, Cothran DJ and Loftus SJ (1997) The influence of teachers’ educational beliefs on their knowledge organization. Journal of Research and Development in Education 30: 73–86.
   Google Scholar
• Bulc M, Svab I, Radic S, De Sousa JC and Yaphe J (2009) Faculty development for teachers of family medicine in Europe: reflections on 16 years’ experience with the international Bled course. European Journal of General Practice 15: 69–73.
   Google Scholar
• Herrmann M, Lichte T, Von Unger H et al (2007) Faculty development in general practice in Germany: experiences, evaluations, perspectives. Medical Teacher 29: 219–24.
   Google Scholar
• Malik R, Bordman R, Regehr G and Freeman R (2007) Continuous quality improvement and community-based faculty development through an innovative site visit program at one institution. Academic Medicine 82: 465–8.
   Google Scholar
• Adshead L, White PT and Stephenson A (2006) Introducing peer observation of teaching to GP teachers: a questionnaire study. Medical Teacher 28: e68–73.
   Google Scholar
• Mann KV, Holmes DB, Hayes VM, Burge FI and Viscount PW (2001) Community family medicine teachers’ perceptions of their teaching role. Medical Education 35: 278–85.
   Google Scholar
• Baxter JA and Lederman NG (1999) Assessment and measurement of pedagogical content knowledge. In: Gess-Newsome J and Lederman NG (eds) Examining Pedagogical Content Knowledge: the construct and its implications for science education. Kluwer: Dordrecht.
   Google Scholar
• Lyle J (2003) Stimulated recall: a report on its use in naturalistic research. British Educational Research Journal 29: 861–78.
   Google Scholar
• Samuelowicz K and JD Bain (2001) Revisiting academics’ beliefs about teaching and learning. Higher Education 41 (3): 299–325.
   Google Scholar
• Ritchie J and Spencer L (1994) Qualitative data analysis for applied policy research. In: Bryman A and Burgess RG (eds) Analyzing Qualitative Data. Routledge pp. 173–94.
   Google Scholar
• Carter Y, Shaw S and Thomas C (1999) An Introduction to Qualitative Methods for Health Professionals. Royal College of General Practitioners: London.
   Google Scholar
• Miles M and Huberman A (1984) Qualitative Data Analysis: a sourcebook of new methods. Sage: California.
   Google Scholar
• Hutchinson L (2003) Educational environment. BMJ 326: 810–12.
   Google Scholar
• Spencer J (2003) The clinical teaching context: a cause for concern. Medical Education 37 (3): 182–3.
   Google Scholar
• Seabrook MA (2004) Intimidation in medical education: students’ and teachers’ perspectives. Studies in Higher Education 29: 59–74.
   Google Scholar
• Major CH and Palmer B (2006) Reshaping teaching and learning: the transformation of faculty pedagogical content knowledge. Higher Education 51: 619–47.
   Google Scholar