The imposter syndrome in relation to teaching: limitations, factors and consequences to achieve comprehensive learning.

Abstract

In the teaching-learning process, various elements intervene that can cause optimal or deficient practice, which is decisive in the results, due to this, it is important to recognize these factors to use them appropriately, however, many times these are not are identified, that evolve that refer to the actors of the process. The objective of this research is to describe the problems related to the impostor syndrome, characteristics, factors that influence its incidence and the consequences that occur in the comprehensive
learning process. The methodology corresponds to a review article that included an exhaustive search in academic databases, the selection of relevant studies and their analysis. The limitations of the impostor syndrome in teaching and its consequences for comprehensive learning were identified. The results show that the impostor syndrome has a marked incidence in relation to the gender of the person, and is more recurrent when it comes to ethnic origin and in special cases of discrimination and
stereotypes. When there are scenarios of competitiveness and comparison of achievements, it is when the syndrome develops more easily and higher levels of stress and anxiety can be observed.