Fabiola Sanda Chiriacescu, Bogdan Chiriacescu, Alina Elena Grecu, Cristina Miron, Ion Ovidiu Panisoara, Iuliana Mihaela Lazar
Secondary teachers' competencies and attitude: A mediated multigroup model based on usefulness and enjoyment to examine the differences between key dimensions of STEM teaching practice
PloS one
engaging students smallgroup active learning methods essential development yet medical teachers frequently face difficulties stimulating engagement resulting students remaining passive detached learning process aim study uncover ways expert medical teachers proficient cultivating high levels student engagement stimulate engagement knowledge might inform faculty development initiatives medical teachers better equipped teach way engages students conducted interview study using constructivist grounded theory approach integrating elements appreciative inquiry eleven participants qualified medical teachers repeatedly received high scores student engagement interview transcribed coded analyzed using constant comparison theoretical saturation achieved constructed grounded theory expert teaching practice describing student engagement integrated process consisting three components 1 aiming supportive learning environment 2 employing personal educational approach 3 facilitating active learning process study uncovered multiple ways stimulate high levels student engagement although consensus importance supportive learning environment ability facilitate active learning process participants recognized contextual nature student engagement took reflective mindset adapt strategies specific situations findings highlight need faculty development initiatives adopt comprehensive contextsensitive approach considers complexity student engagement