Reconceptualising faculty development for the future


  • Koshila Kumar Division of Learning and Teaching, Charles Sturt University, New South Wales, Australia; Prideaux Discipline of Clinical Education, Flinders University, South Australia, Australia
  • Svetlana King Prideaux Discipline of Clinical Education, Flinders University, South Australia, Australia
  • Gillian Kette Prideaux Discipline of Clinical Education, Flinders University, South Australia, Australia



faculty development, situativity theory, learning through work


Faculty development (FD) helps to build educational expertise and capacity among those involved in health professional education (HPE). Informal FD encompasses the learning that health professionals, educators and researchers do outside of formal structures and includes learning through everyday work. This paper reframes learning through work using situativity theory and presents three principles for optimising it: cultivating a learning mindset, leveraging social conditions for learning and (re-)negotiating a social contract.

Based on this theorisation, we propose the term embedded FD in acknowledgement that learning through work arises in the complex interactions between individuals, groups and their environments. Implications of this reframing include shifting the focus onto helping individuals, groups and organisations develop effectivities to navigate social structures and systems for the purpose of learning, and redefining what success might look like. This reconceptualisation can help health professionals, educators, researchers and organisations optimise embedded FD to meet the educational opportunities and challenges of the next 50 years.


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How to Cite

Kumar, K., King, S., & Kette, G. (2023). Reconceptualising faculty development for the future . Focus on Health Professional Education: A Multi-Professional Journal, 24(3), 106–114.



ANZAHPE 50th Anniversary Collection