Teaching in higher education in nursing and identity construction: entry, career and permanence.
作者信息
Fernandes Carla Natalina da Silva, Souza Maria Conceição Bernardo de Mello E
机构信息
Universidade Federal de Goiás (UFG), Regional Catalão. Curso de Enfermagem. Catalão, Goiás, Brasil.
Universidade de São Paulo (USP), Escola de Enfermagem de Ribeirão Preto, Departamento de Enfermagem Psiquiátrica e Ciências Humanas. Ribeirão Preto, São Paulo, Brasil.
出版信息
Rev Gaucha Enferm. 2017 Jun 26;38(1):e64495. doi: 10.1590/1983-1447.2017.01.64495.
OBJECTIVE
To identify and analyze the relation between biographical and relational processes in constituting the professional identity of the nursing course faculty in higher education institutions in the state of Goiás, Brazil.
METHOD
This study is a qualitative research, data were collected in 2014, attended by 11 teachers from four nursing courses. A semi-structured interview was used. Data analysis was guided by the thematic content analysis modality and discussions used the theoretical-philosophical framework of Dubar.
RESULTS
Three thematic categories were identified: The entry into higher education teaching in nursing; The identity construction process of teaching in nursing and; Identity, career and permanence in the teaching profession.
FINAL CONSIDERATIONS
The constitution of the teaching professional identity required a complex negotiation between the biographic and relational aspects, highlighting the search for professional faculty development mechanisms.
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