Abstract
This study aimed to conceptualize faculty's behavior in the learning laboratory and to clarify the features of the teaching activities. Methodology for Conceptualization of Nursing was applied. Data on interactions between faculty and students or among faculty members in the laboratory were collected through participant observation without intervention. As a result of continuing comparative analysis, the following 10 concepts emerged : "organizing and changing application of teaching modes and skills according to circumstances", "discontinuing and resuming teaching and learning process repeatedly through evaluation on students' readiness for learning", "creating an environment for teaching and learning process in addition to the curriculum", "modifying the teaching plan and adding new things to it while furthering it through interpretations and demonstrations", "equalizing the achievement of students by compensating for shortcomings of one faculty through the efforts of another", "accepting students' cooperation and collaborating with faculty members to facilitate the teaching and learning process", "providing feedback on achievements of laboratory objectives and learning attitudes", "finding and correcting problems through observation of individual students", "responding to a student's request and not responding to the others according to priority", and "creating a real situation through simulation." These concepts suggested that requirements for faculty in the learning laboratory include the following : 1) forming teaching plans in addition to the curriculum based on the faculty's individual knowledge and utilizing various teaching modes and skills, 2) Changing teaching plan flexibly through formative evaluating it, 3) Responding to students' problems and requests through interaction with them smoothly, and 4) creating situations based on faculty's nursing experiences and students' readiness.
