Title

Teacher educators’ identity: a review of literature

Document Type

Journal Article

Publisher

Routledge

Faculty

Faculty of Education and Arts

School

School of Education

RAS ID

19186

Comments

This article was originally published as: Izadinia M. (2014). Teacher educators’ identity: a review of literature. European Journal of Teacher Education, 37(4), 426-441. Original article available here

Abstract

Research suggests that the development of a teacher educator identity is a central process in becoming a teacher educator. Recently, there has been an increasing interest in the concept of teacher identity. However, teacher educator identity seems to be still under-researched. In this article, a review of literature on teacher educator identity is provided. Fifty-two research papers were analysed to identify challenges and tensions teacher educators experience during their induction, factors which influence the development of their professional identity, and the features that induction programmes should have. The findings suggested that new teacher educators generally develop negative self-views about their abilities and professional identities. Self-support and community support activities were found to facilitate teacher educators’ transition and enhance their identity development. Key features of academic induction were identified as acting as a learning community, cultivating supportive and professional relationships, encouraging self-enquiry and research and involving teacher educators in reflective activities.

DOI

10.1080/02619768.2014.947025

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