The development of academics' teacher identity: Enhancing reflection and task perception through a university teacher development programme

The study investigated the development of academics' teacher identities in a research-intensive environment when supported through a sustained university teacher development programme (UTD). The study applied a follow-up design. The various type data (Approaches to Teaching Inventory, interviews, and teaching practicum reports) were collected over period of 5-6 years from 11 academics. Data were analysed utilising narrative approach. Four teacher identity groups were identified. The results indicate that teacher identity develops through dynamic interaction between a reflection of teaching practice and a deepening knowledge of theoretical pedagogical constructs. The willingness to reflect is crucial for the development as a university teacher. All was fairly accurate in anticipating future reflective engagement with the development of oneself as a university teacher. (C) 2015 Elsevier Ltd. All rights reserved.