PEDAGOGICAL EDUCATION AND THE CONSTRUCTION OF THE TEACHER
IDENTITY OF TEACHERS OF A FACULTY OF MEDICINE
Pedagogical training, teaching identity, medicine teacher and medical
education.
Objective: To analyze the process of pedagogical training and construction of the teaching
identity of professors at the Faculty of Medicine of the Federal University of Alagoas.
Methods: This is a descriptive exploratory study, with a cross-sectional design and a quanti-
qualitative approach, carried out on the premises of the Faculty of Medicine-FAMED of the
Federal University of Alagoas, with all medical faculty members at FAMED as participants.
The technique of semi-structured interviews was used as a data collection instrument, carried
out with 15 teachers, after analysis and application of the inclusion and exclusion criteria. For
the speech analysis step, content analysis was used as proposed by Bardin. Results: The
following categories of analysis were identified: teacher training and teaching practice, in
addition to the subcategories: formal education, teaching experience, teaching and learn by
doing. Conclusion: most teachers are trained in the pedagogical area. However, in the case of
many teachers, it was acquired throughout their career and the teaching identity was built as
they gained experience, improving their teaching practice. However, it is necessary to
encourage and adapt permanent training in the area of education to the reality of medical
teachers who, in addition to teaching, exercise the medical profession, as well as creating
mechanisms to demand the participation of these teachers.