Introduction

The teaching professional identity is constituted by the cognitive, psicomotor, and affective dimensions which arise from the activity. Critical incidents in university scenarios can allow radical changes in these representations when reflection is the coping strategy. Our study adds new knowledge to midwifery teaching.

Objectives

To establish the relationships among the dimension of professional identity of midwifery teachers and the related coping strategies towards critical incidents in the context of education, as well as to determine those strategies used by teachers for each critical incident.

Method

This is a transversal and correlational study with probabilistic and by-convenience sampling with 231 teachers of 21 Chilean universities. The Professional identity of midwifery teachers and coping strategies towards critical incidents questionnaire was used. Descriptive and inferential statistics were calculated.

Results

A significant statistical relationship was found between the professional identity dimensions and the coping strategies towards unexpected incidents. Reflexive approaches were determinant among the teachers of this study.

Discussion and conclusions

The components of identity vary as a function of the coping approach. The academic position of research on the cognitive dimension reflects the greatest concern due to its incipient state. The reflexive posture is prevalent among the teachers of this study; nevertheless, critical incidents are addressed only in a temporary form.

Therefore, in this study, we suggest the need to offer programs on the management of critical incidents in education contexts, as well as research methodologies that can allow a reconceptualization of the university teacher.