Communities of teaching practice in the workplace: Evaluation of a faculty development programme.

Background: The focus of faculty development (FD) has recently shifted from individual and formal learning to formal and informal learning by a team of teachers in the workplace where the teaching is actually effected. This study aimed to evaluate the impact of a faculty development programme on teachers' educational workplace environment.

Methods: We invited 23 teachers, who had successfully completed a University Teaching Qualification (UTQ) programme, to evaluate the faculty development programme and participate in focus group discussions.

Qualitative study about the ways teachers react to feedback from resident evaluations.

Background: Currently, one of the main interventions that are widely expected to contribute to teachers' professional development is confronting teachers with feedback from resident evaluations of their teaching performance. Receiving feedback, however, is a double edged sword. Teachers see themselves confronted with information about themselves and are, at the same time, expected to be role models in the way they respond to feedback.