Özet:

Background: Teachers’ adoption of teaching roles, and teaching behaviors are determined by their orientation of teaching. There is a relation between how teachers conceive their teaching, subject matter and learning; and how they constitute teaching/learning environments. Although teaching orientation of teachers are essential ingredients of students’ learning, clinical teachers are trained for the patient care, but not for teaching roles. Methods: Aim of the study is to understand the teaching orientations of clinical teachers. Study was conducted as a phenomenological study, which is a qualitative research method, by in-dept interviews with 16 clinical teachers. Interviewees were selected by maximal variation method. An interview form was used and interviews occurred at interviewees’ offices, tape-recorded and transcribed verbatim. Content analysis was done to reveal the codes. Commonality and diversity of each code were grouped under themes. Results: Clinical teachers mostly exhibited a studentoriented teaching and defined teacher-centered teaching strategies. The main obstacles for effective and student-centered teaching were defined as; high demands of patient care; insufficient case-mix of the clinics; high number of students; and lack of teaching skills. Conclusions: Clinical teachers need to be supported beginning from early stages of their career, to prevent the discrepancy between their teaching orientation and teaching strategies.

Anahtar Kelimeler: