Identity construction as a medical teacher and early teaching training

Abstract

Introduction: The construction of a solid and appreciated identity as a professional teacher (IPT) allows teachers to carry out their work in a satisfactory way and committed to the well-being of the students.
Objective: To explore how the early training as an assistant professor affects the IPT in medical teachers.
Method: A qualitative approach with semi-structured interviews was used to obtain information; data analysis was structured in agreement with the applied methodology.
Results: Four components were identified as constituents of teacher's professional histories: 1) an early start to teaching supported by a course that professionalized teacher’s assistant skills, 2) introductory teaching courses that gave them the opportunity to establish communication with prestigious teachers, 3) positive assessments from peers about their role as a bridge between students’ needs and the requirements of regular teachers, and 4) the accompaniment of an expert teacher (full-time professor or a coordinator of the course of instructors) who was a relevant figure in the process of consolidating teaching skills.
Conclusions: Early training, supported with a professionalizing course and the support from an experimented teacher were positive elements in the construction of representation of the professional role in teaching and learning, as well as the feelings derived from being a teacher.