The Prevention Education Teacher’s Identity

Abstract

We may act instinctively when we want to reach the desired conditions, by performing actions that set an example, inspire enthusiasm and arouse interest. Based on our previously acquired qualifications, we want to meet requirements from a professional point of view. We keep looking for an authentic source, but during the formal and informal ways of accessing information we find a mixture of undefined roles, functions and teacher’s identities. Lecturers invited by the organizers of the training and people who are quoted a lot will become teachers. In the real and virtual space, countless initiatives present themselves to carry out tasks, solve problems, fulfill requests and formulate questions in a preventive way. These initiatives are considered as repositories of new information and providers of new experiences. The activities of influencers who call themselves preventors are based on the knowledge material of their qualifications obtained in their previous field of training and on the work of persons accepted as authorities in a larger or smaller circle.
Since preventive function is necessary for the proper functioning and integrity of society, there is a huge need for teachers who are able to transfer, develop and apply the knowledge material to new functions, and who can make the preventive activity (which is at the service of human dignity) sustainable through training.