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Student nurse-educators' construction of teacher identity from a self-evaluation perspective: A quantitative case
Ferdinand C Mukumbang1, Leka Marcel Alindekane2
1School of Public Health Faculty of Community and Health Sciences University of the Western Cape Bellville South Africa.
Nursing Open
|March 14, 2017
Summary
Student nurse-educators develop a balanced teacher identity, integrating subject matter, pedagogy, and didactics effectively. This suggests their training programs foster well-rounded educators.
Area of Science:
- Nursing Education
- Teacher Identity Formation
Background:
- Teacher identity is crucial for educators.
- Student nurse-educators face unique challenges in developing this identity.
Purpose of the Study:
- To explore the dynamics of teacher identity formation in student nurse-educators.
- To examine the interplay of subject matter, pedagogy, and didactics in this process.
Main Methods:
- Descriptive quantitative case study design.
- Cross-sectional approach with self-administered questionnaires.
- Descriptive analysis of self-evaluated teaching competencies.
Main Results:
- Very small variance and standard deviation observed across subject matter, pedagogy, and didactics.
- Indicates a balanced contribution of these elements to teacher identity.
- Suggests effective training programs in fostering balanced teacher identity.
Conclusions:
- Student nurse-educators can achieve a balanced teacher identity.
- Subject matter, pedagogy, and didactics are integral to this balanced formation.
- Training programs appear successful in supporting this development.
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