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

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