Student nurse- educators’ construction of teacher identity from a self- evaluation perspective: A quantitative case study

dc.contributor.author	Mukumbang, Ferdinand C.
dc.contributor.author	Alindekane, Leka Marcel
dc.date.accessioned	2023-02-08T09:33:13Z
dc.date.available	2023-02-08T09:33:13Z
dc.date.issued	2017
dc.description.abstract	The aim of this study was to explore the teacher identity formation dynamics of student nurse- educators about the subject matter, pedagogy and didactics. A case study using descriptive quantitative design was employed. Using a cross- sectional approach, data were collected in 2014 using a self- administered questionnaire. Participants were asked to self- evaluate their teaching competencies on the nursing subject matter, pedagogical expertise and didactical ex-pertise. Using descriptive analysis we determined the central tendencies of the constructs.	en_US
dc.identifier.citation	Mukumbang, F. C., & Alindekane, L. M. (2017). Student nurse- educators’ construction of teacher identity from a self- evaluation perspective: A quantitative case study. Nursing Open, 4(2), 108–115. 10.1002/nop2.75	en_US
dc.identifier.issn	2054-1058
dc.identifier.uri	10.1002/nop2.75
dc.identifier.uri	http://hdl.handle.net/10566/8383
dc.language.iso	en	en_US
dc.publisher	Wiley Open Access	en_US
dc.subject	Nursing education	en_US
dc.subject	Teaching and learning	en_US
dc.subject	Identity	en_US
dc.subject	Higher education	en_US
dc.subject	Pedagogy	en_US
dc.title	Student nurse- educators’ construction of teacher identity from a self- evaluation perspective: A quantitative case study	en_US
dc.type	Article	en_US

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