Integrating the teaching role into one’s identity: a qualitative study of beginning undergraduate medical teachers
| Autor: | Rashmi A. Kusurkar, Gerda Croiset, Monique Volman, T.A.M. van Lankveld, Jos Beishuizen, Judith Schoonenboom |
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| Přispěvatelé: | Educational Sciences (RICDE, FMG), FMG, IOO, Other Research, LEARN! - Personalized learning, differentiated teaching, Educational Studies, Team Higher Education |
| Rok vydání: | 2016 |
| Předmět: |
Adult
Male Semi-structured interview Faculty Medical 020205 medical informatics media_common.quotation_subject Identity (social science) 02 engineering and technology Article Education 03 medical and health sciences Narrative Professional Competence Professional Role 0302 clinical medicine Identity Dialogical self Pedagogy 0202 electrical engineering electronic engineering information engineering Mathematics education Humans 030212 general & internal medicine Qualitative Research Netherlands media_common Medicine(all) Teaching 4. Education General Medicine Middle Aged Figured world Workforce Female Psychological resilience Medical teacher Psychology SDG 4 - Quality Education Logbook Education Medical Undergraduate Qualitative research Reputation |
| Zdroj: | Advances in Health Sciences Education. van Lankveld, T A M, Schoonenboom, J I, Kusurkar, R A, Volman, M, Beishuizen, J & Croiset, G 2017, ' Integrating the teaching role into one's identity : A qualitative study of beginning undergraduate medical teachers ', Advances in Health Sciences Education, vol. 22, no. 3, pp. 601 . https://doi.org/10.1007/s10459-016-9694-5 Advances in Health Sciences Education, 22(3), 601-622. Springer Netherlands Advances in Health Sciences Education Advances in Health Sciences Education, 22, 601-622. Springer Netherlands van Lankveld, T, Schoonenboom, J, Kusurkar, R A, Volman, M, Beishuizen, J & Croiset, G 2017, ' Integrating the teaching role into one’s identity : a qualitative study of beginning undergraduate medical teachers ', Advances in Health Sciences Education, vol. 22, pp. 601-622 . https://doi.org/10.1007/s10459-016-9694-5 Advances in Health Sciences Education, 22(3). Springer Netherlands |
| ISSN: | 1573-1677 1382-4996 |
| Popis: | Beginning medical teachers often see themselves as doctors or researchers rather than as teachers. Using both figured worlds theory and dialogical self theory, this study explores how beginning teachers in the field of undergraduate medical education integrate the teacher role into their identity. A qualitative study was performed, involving 18 beginning medical teachers at a Dutch medical school. The teachers were interviewed twice and kept a logbook over a period of 7 months. The study shows that the integration of the teacher role into the teachers’ identity was hampered by the idea that teaching is perceived by others as a low status occupation. Some teachers experienced significant tension because of this, while others showed resilience in resisting the negative associations that were thought to exist regarding teaching. The teachers used five different identity narratives in order to integrate the teacher role into their identity, in which the positions of teacher and doctor or researcher were found to be combined, adopted or rejected in diverse ways. The five identity narratives were: (1) coalition between the I-position of teacher and other I-positions; (2) no integration of the I-position of teacher: holding on to other I-positions; (3) construction of the I-position of teacher and other I-positions as opposites; (4) coalition between the I-position of teacher and a third position of coordinator; and (5) meta-position: trivialising the importance of status. These identity narratives offer starting points for supporting undergraduate teachers during their early professional years. |
| Databáze: | OpenAIRE |
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