Abstract
The construction of teacher identity in the realm of clinical simulation is a complex and multifaceted process. This paper offers a theoretical reflection on the fundamental elements that shape this identity, focusing particularly on the application of active learning methodologies.
We explore how various educational theories and pedagogical practices influence the formation and evolution of educators within the health education system. By breaking down the components of teacher identity, from the philosophical perspective to practical implementation, we seek to enrich the quality of education in simulation. This analysis aims not only to critically reflect on our pedagogical practices but also to highlight their impact on the preparation of highly competent health professionals, adapted to the needs of the healthcare world. Our work underscores the importance of reflective and adaptable teaching, essential for the development of exceptional health professionals.
Publisher
Salud, Ciencia y Tecnologia