190 Chapter 7 In conclusion, maturation of medical educators’ perspectives on being a teacher can take place but is not self-evident. Maturation can be influenced and seems to proceed through developmental stages. Perspectives on being a teacher are related to beliefs about teaching and learning. Awareness of a personal educational mission can reinforce and nurture an educator’s identity. Moreover, it gives meaning to an educator’s professional life and can fuel motivation for further development and life-long learning. This is an important explanation as to why educators who are aware of their educational mission have the most elaborate, learning-centred, beliefs about teaching and learning. Thus, supporting educators in becoming aware of and developing their educational mission may not only help them to make choices independently of what the environment expects, but is also essential to foster learning-centred beliefs. This dissertation offers a deeper understanding of medical educators’ maturation, the factors influencing maturation, and its relationship with beliefs about teaching and learning, thereby contributing to the quality of learning of the next generation healthcare professionals.
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