Professional Identity Formation Among Teacher Educators
Many teacher educators in university faculties of Education move from the professional practice of teaching in schools into the Higher Education sector. Given the breadth of school curriculum, these teachers may have come into school teaching from other professions and diverse disciplines. There are other teacher educators who have never taught in schools at all. These differences pose interesting issues around the nature of their professional orientations and the aspects which these teacher educators might hold in common. This paper will explore how the academics from one university in Australia have become teacher educators and how they have come to understand themselves as such. How do they see themselves professionally, and what have been the key factors shaping their professional identities? Do those who have come from the school sector see themselves primarily as teachers? – that is, does school teaching practice still form the core of their professional identity? In what ways do they express their multiple identities as teacher, researcher, administrator, fund seeker? In what ways have their disciplines and professions shaped their teaching practice and the place of research in their work as teacher educators? This paper will consider professional identity and its impact on practice and explores these questions within the context of a small study in one faculty of education in Australia.
Keywords: Preservice Teacher Education, Practitioner Research, Self-Study, Professional Identity
Lecturer, Faculty of Education, Monash University
Dr. Amanda Berry
Senior Lecturer, Faculty of Education, Monash University