Conceptions of pedagogy and medicine in the construction of the professional identity teacher


Concepciones de pedagogía y medicina en la construcción de la identidad profesional docente
Tania Vives Varelaa,*, Alicia Hamui Suttonb

a Departamento de Investigación en Educación Médica, Secretaría de Educación Médica, Facultad de Medicina, UNAM, Cd.Mx., México.
b Secretaría de Educación Médica, Facultad de Medicina, UNAM, Cd.Mx., México.

Recibido: 21-febrero-2018. Aceptado: 15-abril-2018.

* Autor para correspondencia: Tania Vives Varela. Circuito Universitario. Facultad de Medicina UNAM. Edificio B, tercer piso. Teléfono: 5623 2300, ext.: 45171. Correo electrónico: vivesvarela@gmail.com

Palabras Clave

Identidad profesional docente; Pedagogía centrada en el estudiante; Pedagogía centrada en el profesor; Estudio cualitativo.

Keywords

Professional teacher identity; Student-centered pedagogy; Teacher-centered pedagogy; Qualitative study.


Abstract

Introduction: Each teacher according to his perception and appraisement interiorize the elements of the social structure of the educational institution to which belongs, which shapes the set of ways of seeing, feeling and acting to build the professional teacher identity.

Objective: To enquire the two conceptions of pedagogy and medicine in the construction of the professional identity of the teachers of the Faculty of Medicine of the National Autonomous University of Mexico.

Method: Qualitative study, with a phenomenological and procedural view of the way teachers constructed their vision of social reality and their own identity. The technique of semi-structured interview based on modified grounded theory was used.

Results: In the teaching practice of the Faculty of Medicine professors, two visions of pedagogy (teacher-centered and student-centered) and two visions of medicine (one focused on science and the other on science and art) converged. In the teachers of the biomedical area, the pedagogical conception centered on the teacher coincided with the idea of medicine as a science. The institution offered two versions of teaching practice in a complex and non-unified context. This hindered the interaction between the teachers by their different conceptions that in turn influenced in the construction of the professional teacher identity.

Conclusion: It was recommended that the FM establish mechanisms for effective and close communication among teachers through joint and interdisciplinary activities and projects, so that the two conceptions are enriched and fused to strengthen the construction of a professional teacher identity that benefits the educational practice of the institution.