Teacher identity formation in nursing teacher training: reflection mediated by digital technologies

  • Dayane Mayara Gambini Parigi Universidade de São Paulo; Escola de Enfermagem
  • Priscila Caccer Tomazelli Universidade de São Paulo; Escola de Enfermagem
  • Denise Maria de Almeida Universidade de São Paulo; Escola de Enfermagem
  • Débora Rodrigues Vaz Universidade de São Paulo; Escola de Enfermagem
  • Candice Heimann Universidade de São Paulo; Escola de Enfermagem
  • Cláudia Prado Universidade de São Paulo; Escola de Enfermagem

Abstract

ABSTRACT Objective Analyze the teacher identity formation process from the perspective of the past, present and future in the training of nursing teachers through the integration of digital technologies. Method Descriptive, exploratory study, with a qualitative approach, conducted in the on-site class “Teacher Identity Formation” in 2012. Of the synchronous and asynchronous activities, four were analyzed using content analysis. Results In chat, positive and negative impressions and reflections on the formation of one’s own identity were identified (six categories); in the “Time tunnel,” the projection of future identity (four categories); in the “Portfolio,” the perception of one’s own identity (four categories); and in the evaluation of the class, the perception of the experiences lived in the class (two categories). Conclusion The integration of digital technologies promoted, in a collaborative way, discussion and understanding by students of how their identity is formed and the projection of their future identity, aligned with the profile and role of teachers demanded in the world of today.

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Published
2015-12-01
How to Cite
Parigi, D., Tomazelli, P., Almeida, D., Vaz, D., Heimann, C., & Prado, C. (2015). Teacher identity formation in nursing teacher training: reflection mediated by digital technologies . Revista Da Escola De Enfermagem Da USP, 49(spe2), 144-149. https://doi.org/10.1590/S0080-623420150000800020
Section
Original Articles