505
Views
1
CrossRef citations to date
0
Altmetric
Articles

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

ORCID Icon, ORCID Icon & ORCID Icon

References

  • Sethi A, Ajjawi R, McAleer S, et al. Exploring the tensions of being and becoming a medical educator. BMC Med Educ. 2017;17(1):62.
  • Irby DM, Cooke M, O'Brien BC. Calls for reform of medical education by the carnegie foundation for the advancement of teaching: 1910 and 2010. Acad Med. 2010;85(2):220–227.
  • van Lankveld T, Thampy H, Cantillon P, et al. Supporting a teacher identity in health professions education: AMEE guide no. 132. Med Teach. 2021;43(2):124–136.
  • Hurst KM. Experiences of new physiotherapy lecturers making the shift from clinical practice into academia. Physiotherapy. 2010;96(3):240–247.
  • Beijaard D, Meijer PC, Verloop N. Reconsidering research on teachers’ professional identity. Teach Teach Educ. 2004;20(2):107–128.
  • Shapiro N, Dembitzer A. Faculty development and the growth mindset. Med Educ. 2019;53(10):958–960.
  • van Lankveld T, Schoonenboom J, Volman M, et al. Developing a teacher identity in the university context: a systematic review of the literature. High Educ Res Dev. 2017;36(2):325–342.
  • Cantillon P, Dornan T, De Grave W. Becoming a clinical teacher: Identity formation in context. Acad Med. 2019;94(10):1610–1618.
  • Steinert Y, O'Sullivan PS, Irby DM. Strengthening teachers' professional identities through faculty development. Acad Med. 2019;94(7):963–968.
  • Lieff S, Baker L, Mori B, et al. Who am I? Key influences on the formation of academic identity within a faculty development program. Med Teach. 2012;34(3):e208–e215.
  • O'Sullivan PS, Irby DM. Reframing research on faculty development. Acad Med. 2011;86(4):421–428.
  • Beauchamp C, Thomas L. Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education. 2009;39(2):175–189.
  • Snook AG, Schram AB, Jones BD, et al. Factors predicting identity as educators and openness to improve: an exploratory study. Med Educ. 2019;53(8):788–798.
  • Knott G, Crane L, Heslop I, et al. Training and support of sessional staff to improve quality of teaching and learning at universities. Am J Pharm Educ. 2015;79(5):72.
  • Snook AG, Schram AB. Survey data University of Iceland Health Science School; 2017.
  • Artino AR, Jr., Cervero RM, DeZee KJ, et al. Graduate programs in health professions education: Preparing academic leaders for future Challenges. J Grad Med Educ. 2018;10(2):119–122.
  • Ottenhoff-de Jonge MW, van der Rijst RM, Gesundheit N, et al. From critic to inspirer: four profiles reveal the belief system and commitment to educational mission of medical academics. BMC Med Educ. 2019;19(1):268.
  • Dybowski C, Harendza S. "Teaching is like nightshifts …": a focus group study on the teaching motivations of clinicians. Teach Learn Med. 2014;26(4):393–400.
  • Sabel E, Archer J. “Medical education is the ugly duckling of the medical world” and other challenges to medical educators’ identity construction: a qualitative study. Acad Med. 2014;89(11):1474–1480.
  • Murray C, Stanley M, Wright S. The transition from clinician to academic in nursing and allied health: a qualitative Meta-synthesis. Nurse Educ Today. 2014;34(3):389–395.
  • Riveros-Perez E, Rodriguez-Diaz J. The journey from clinician to undergraduate medical educator involves four patterns of transformation. Adv Med Educ Pract. 2018;9:7–15.
  • Herman N, Jose M, Katiya M, et al. Entering the world of academia is like starting a new life’: a trio of reflections from health professionals joining academia as second career academics. Inter J Acad Dev. 2021;26(1):69–81.
  • Faculty development in the health professions: a focus on research and practice. Steinert Y, editor. Dordrecht: Springer; 2014.
  • Jones BD, Osborne JW, Paretti M, et al. Relationships among students' perceptions of a first-year engineering design course and their engineering identification, motivational beliefs, course effort, and academic outcomes. Int J Eng Educ. 2014;30(6(A):1340–1356.
  • Bajwa NM, De Grasset J, Audétat MC, et al. Training junior faculty to become clinical teachers: the value of personalized coaching. Med Teach. 2020;42(6):663–672.
  • Pinto Zipp G, Maher C, Falzarano M. An observational study exploring academic mentorship in physical therapy. J Allied Health. 2015;44(2):96–100.
  • Browne J, Webb K, Bullock A. Making the leap to medical education: a qualitative study of medical educators' experiences. Med Educ. 2018;52(2):216–226.
  • Sorinola O, Thistlethwaite J, Davies D, et al. Realist evaluation of faculty development for medical educators: What works for whom and why in the long-term. Med Teach. 2017;39(4):422–429.
  • Love LM, Haggar FL, McBrien SB, et al. Supporting the professional identity of medical science educators: Understanding faculty motivations for quality improvement in teaching [journal article. Med Sci Educ. 2018;28(4):655–665. ].
  • O'Sullivan PS, Irby DM. Educator identity formation: a faculty development workshop. MedEdPORTAL. 2021;17:11070.
  • Triemstra JD, Iyer MS, Hurtubise L, et al. Influences on and characteristics of the professional identity formation of clinician educators: a qualitative analysis. Acad Med. 2021;96(4):585–591.
  • Snook AG, Schram AB, Arnadottir SA. 'We have different needs': Specifying support for classroom and clinical sessional educators. Med Educ. 2020;54(8):748–757.
  • Yasué M, Jeno LM, Langdon JL. Are autonomously motivated university instructors more autonomy-supportive teachers? Int J Schol Teach Learn. 2019;13(2):5.
  • Plack MM, Driscoll M. Patient education: Fascilitating behavior change. In Teaching and learning in physical therapy: from classroom to clinic. 2nd ed. Thorofare, NJ: SLACK Incorporated; 2017. p. 269–314.
  • van Lankveld T, Schoonenboom J, Kusurkar RA, et al. Integrating the teaching role into one's identity: a qualitative study of beginning undergraduate medical teachers. Adv Health Sci Educ Theory Pract. 2017;22(3):601–622.
  • van Lankveld T, Schoonenboom J, Kusurkar R, et al. Informal teacher communities enhancing the professional development of medical teachers: a qualitative study. BMC Med Educ. 2016;16:109.
  • Wenger E. Brief introduction to communities of practice 2014. Available from: https://wenger-trayner.com/wp-content/uploads/2013/10/06-Brief-introduction-to-communities-of-practice.pdf.
  • McAndrew M. Community-based dental education and the importance of faculty development. J Dent Educ. 2010;74(9):980–985.
  • Snook AG, Schram AB, Sveinsson T, et al. Needs, motivations, and identification with teaching: a comparative study of temporary part-time and tenure-track health science faculty in Iceland. BMC Med Educ. 2019;19(1):349.
  • Cantillon P, D'Eath M, De Grave W, et al. How do clinicians become teachers? A communities of practice perspective. Adv Health Sci Educ Theory Pract. 2016;21(5):991–1008.
  • Elmberger A, Björck E, Liljedahl M, et al. Contradictions in clinical teachers' engagement in educational development: an activity theory analysis. Adv Health Sci Educ Theory Pract. 2019;24(1):125–140.
  • Huwendiek S, Mennin S, Dern P, et al. Expertise, needs and challenges of medical educators: Results of an international web survey. Med Teach. 2010;32(11):912–918.
  • Schiekirka-Schwake S, Anders S, von Steinbüchel N, et al. Facilitators of high-quality teaching in medical school: Findings from a nation-wide survey among clinical teachers. BMC Med Educ. 2017;17(1):178.
  • Wisener KM, Driessen EW, Cuncic C, et al. Incentives for clinical teachers: on why their complex influences should lead us to proceed with caution. Med Educ. 2021;55(5):614–624.
  • Sternszus R, Boudreau JD, Cruess RL, et al. Clinical teachers' perceptions of their role in professional identity formation. Acad Med. 2020;95(10):1594–1599.
  • Baldwin RG, Wawrzynski MR. Contingent faculty as teachers: what we know; what we need to know. Amer Behav Sci. 2011;55(11):1485–1509.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.