Höfundar:
Abigail Snook, Asta B. Schram, Sólveig Á. Árnadóttir
Healthcare professionals spend years learning the craft of their selected profession through which they develop professional identity. However, questions remain regarding whether healthcare professionals also develop an identity as a teacher of patients/students. The purpose of this study was to explore the research literature for why teacher identity is important and various ways that healthcare professionals can develop a teacher identity.
We conducted a content analysis in prominent higher education and health science education journals using the search word “teacher identity”. Results from 32 articles were summarized including information on the importance of a teacher identity in healthcare professionals and what supports teacher identity.
Results indicated that teacher identity is important because identity drives the choices and energies that healthcare professionals make to further develop their teaching skills. Teacher identity formation in healthcare professionals appears most limited by a lack of pedagogical training. Some suggestions for how to support teacher identity include skills training based on perceived needs of teachers, openly acknowledging good teaching which can involve compensation/promotion, supporting communities of practice and regular reflection, and providing an environment that cares for teachers. It seems most desirable when an individual sees their healthcare profession and teacher identity as merged and complimentary.
If we want our healthcare professionals to invest in being good teachers, we need to make opportunities for them to learn and grow as teachers, be supported and cared for by their university and peers, and encourage individual and corporate reflection on what it means to be a teacher.
