Developing a Teacher Identity in the University Context: A Systematic Review of the Literature

Autor/inn/en	van Lankveld, Thea; Schoonenboom, Judith; Volman, Monique; Croiset, Gerda; Beishuizen, Jos
Titel	Developing a Teacher Identity in the University Context: A Systematic Review of the Literature
Quelle	In: Higher Education Research and Development, 36 (2017) 2, S.325-342 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2016.1208154
Schlagwörter	Professional Identity; College Faculty; Literature Reviews; Faculty Development; Cognitive Processes; Teaching Conditions; Teacher Attitudes; Teacher Competencies; Teacher Motivation; Teacher Empowerment; Self Esteem; Departments; Teacher Administrator Relationship; Higher Education; Context Effect; Neoliberalism; Resilience (Psychology); Teacher Persistence; Teacher Student Relationship; Psychological Patterns + Suchen Sie Ihr Suchwort? Fakultät; Cognitive process; Kognitiver Prozess; Lehrbedingungen; Unterrichtsbedingungen; Lehrerverhalten; Lehrkunst; Self-esteem; Selbstaufmerksamkeit; Department; Abteilung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Neo-liberalism; Neoliberalismus; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This literature review summarises the growing body of literature discussing teacher identities of university teachers. The aim was to understand what strengthens or constrains the development of a teacher identity. A qualitative synthesis of 59 studies was carried out. The review showed that several factors contribute to the development of teacher identity. While contact with students and staff development programmes were experienced as strengthening teacher identity, the wider context of higher education was experienced as having a constraining effect. Furthermore, the impact of the direct work environment was experienced as either strengthening or constraining, depending on whether or not teaching is valued in the department. Five psychological processes were found to be involved in the development of a teacher identity: a sense of appreciation, a sense of connectedness, a sense of competence, a sense of commitment, and imagining a future career trajectory. The findings suggest that developing a teacher identity in the higher education context is not a smooth process. In order to empower university teachers, it is important to reward teaching excellence and build community. Staff development activities can play a role in helping teachers to develop strategies for gaining confidence and taking active control of their work situation, both individually and collectively. The authors argue that more attention should be paid to the implicit messages that departments convey to their teaching faculty. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01