“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.