Supporting a teacher identity in health professions education: AMEE Guide No. 132

Research output: Contribution to journalArticlepeer-review

  • Authors:
  • Thea van Lankveld
  • Harish Thampy
  • Peter Cantillon
  • Jo Horsburgh
  • Manon Kluijtmans

Abstract

This guide provides an understanding of what teacher identity is and how it can be developed and supported. Developing a strong teacher identity in the context of health professions education is challenging, because teachers combine multiple roles and the environment usually is more supportive to the identity of health practitioner or researcher than to that of teacher. This causes tensions for those with a teaching role. However, a strong teacher identity is important because it enhances teachers' intention to stay in health professions education, their willingness to invest in faculty development, and their enjoyment of the teaching role. The guide offers recommendations on how to establish workplace environments that support teacher identity rather than marginalise it. Additionally, the guide offers recommendations for establishing faculty development approaches that are sensitive to teacher identity issues. Finally, the guide provides suggestions for individual teachers in relation to what they can do themselves to nurture it.

Bibliographical metadata

Original languageEnglish
Pages (from-to)1-13
Number of pages13
JournalMedical Teacher
Early online date6 Nov 2020
DOIs
Publication statusE-pub ahead of print - 6 Nov 2020