“I am a teacher” – exploring how to support teacher identity formation in physical therapists

Abstract

Background

Teacher identity among physical therapists is challenged by other identities such as clinician and/or researcher. Yet, having a teacher identity has been shown to be a critical organizing element in a persons’ professional life, driving their choices and energies.

Objectives

This discussion paper was designed to explore the health science teacher identity literature and start a conversation about teacher identity formation among physical therapy teachers. Topics explored included the importance of a teacher identity, its challenges, and what supports teacher identity.

Discussion

A lack of pedagogical training continues to limit teacher identity formation. Subgroups of research literature on teacher identity were grouped according to how faculty development and institutions could support the following factors: (1) a sense of appreciation for supporting student learning – supported by acknowledgement; (2) a sense of connectedness – supported by communities of practice, mentoring, communication; (3) a sense of competence – supported by skills training based on perceived needs of teachers; (4) a sense of commitment – supported by reflection and goal-setting; (5) a future trajectory – supported by possibility of promotion; (6) a sense of autonomy – supported by letting teachers decide content/methods; and (7) a “care-full” environment – where teachers know they are cared for. Similar supports were identified for all types of teachers, although contexts of experience and workplace were always important. A merged or integrated identity between teacher and physical therapist was suggested as most desirable.

Conclusions

Faculty development should continue to focus on interventions that promote teacher identity among their physical therapy teachers.

Keywords:

• Teacher identity
• faculty development
• perceived needs
• physical therapy teachers
• identity formation

Disclosure statement

The authors have no conflicts of interest to declare.

Additional information

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Notes on contributors

Abigail Grover Snook

Abigail Grover Snook - Ph.D., M.Ed., P.T. - is a physical therapist and an adjunct faculty at the University of Iceland. Her doctoral research was a mixed methods study about supporting health science teachers in their endeavors to improve their teaching, with a special interest in teacher identity and adjunct faculty. Her other areas of interest are in biophysical modalities and teaching methods that enhance student motivation. She is currently doing research on ways to enhance the therapeutic alliance and the effectiveness of patient education through use of patient-centered care, shared decision making, the cognitive and affective learning domains, and effective communication.

Asta B. Schram

Asta B. Schram - Ph.D., M.Ed. - is an Associate Professor and Educational Developer at the School of Health Sciences at the University of Iceland. She completed her PhD in Educational Psychology/Teaching and Learning from Virginia Tech in Blacksburg, Virginia, USA. Her work involves several projects concerning faculty development, teaching workshops, and providing personal advice to teachers as well as conducting research on teaching strategies, assessment, and motivation. Her research areas also include teaching strategies and their relationship to student motivation and self-regulation.

Solveig A. Arnadottir

Solveig A. Arnadottir, PhD, PT - is a physical therapist and a professor at the University of Iceland. Her current work, involves research and teaching in the area of gerontology and geriatric physical therapy.