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Noble Po Kan Lo & Bryan Ka Ho To. (2023) The transformation of identity of secondary school teachers: Professional development and English language education strategies in Hong Kong during the COVID-19 pandemic. Cogent Education 10:1.
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Aaron M. Donaldson. (2023) Role Identity in Professional Community College Tutors. Community College Journal of Research and Practice 47:12, pages 715-724.
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N. Godbold, K. E. Matthews & D. Gannaway. (2023) Examining the overlapping identities of teaching focused academics and academic developers: expanding ideas. International Journal for Academic Development 28:4, pages 439-450.
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J. Annala, J. Lindén, M. Mäkinen & J. Henriksson. (2023) Understanding academic agency in curriculum change in higher education. Teaching in Higher Education 28:6, pages 1310-1327.
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Angela Daddow, Alison Owens, Georgia Clarkson & Vanessa Fredericks. (2023) The precarious academic: professional development and academic identity in the neoliberal university. International Journal for Academic Development 0:0, pages 1-14.
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Amy Wanyu Ou & Michelle Mingyue Gu. (2023) Teacher professional identities and their impacts on translanguaging pedagogies in a STEM EMI classroom context in China: a nexus analysis. Language and Education 0:0, pages 1-23.
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Rita Koris & Sabine McKinnon. (2023) The power of international online conversations: higher education teachers’ reflections on their impact on academic development. International Journal for Academic Development 28:3, pages 348-361.
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Markus Sebastian Feser & Inka Haak. (2023) Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects. Studies in Science Education 59:2, pages 287-320.
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Velda McCune, Jenny Scoles, Sharon Boyd, Andy Cross, Pete Higgins & Rebekah Tauritz. (2023) Academic identities and teaching wicked problems: how to ‘shoot a fog’ in a complex landscape. Higher Education Research & Development 0:0, pages 1-14.
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Mark Barrow & Linlin Xu. (2023) Constructing university-based teacher educators: serendipity, complexity and community. Higher Education Research & Development 42:3, pages 530-543.
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Jorge Chavez Rojas, Jaime Faure Ñiñoles & Juan Pablo Barril Madrid. (2023) The construction of teachers’ professional identity: An analysis of subjective learning experiences. European Journal of Teacher Education 46:2, pages 256-273.
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Raimo Kaasila, Sonja Lutovac & Minna Uitto. (2023) Research on teacher educators’ teacher identities: critical interpretative synthesis and future directions. European Journal of Teacher Education 0:0, pages 1-20.
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Haniye Seyri & Mostafa Nazari. (2023) From practicum to the second year of teaching: examining novice teacher identity reconstruction. Cambridge Journal of Education 53:1, pages 43-62.
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Sally Smith, Kris Plum, Ella Taylor-Smith & Khristin Fabian. (2022) An exploration of academic identity through the COVID-19 pandemic. Journal of Further and Higher Education 46:9, pages 1290-1303.
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Iris Estévez, Alba Souto-Seijo, Mercedes González-Sanmamed & Albert Sangrà. (2022) Combining education scenarios and modalities: the contextual dimension of health sciences professors’ learning ecologies (Combinando escenarios y modalidades de formación: la dimensión contextual de las ecologías de aprendizaje del docente universitario de ciencias de la salud). Culture and Education 34:4, pages 767-799.
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Rini Intansari Meilani, Dewi Kurniawati & Sitti Nurfaidah. (2022) ‘I don’t want to be a teacher’: a collaborative autoethnographic inquiry into the construction of university ELT instructors’ professional identity. Teachers and Teaching 28:6, pages 649-667.
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David Ortiz-Paredes, Charo Rodríguez, Peter Nugus, Tamara Carver & Torsten Risør. (2022) Embedding Identity and How Clinical Teachers Reconcile Their Multiple Professional Identities to Meet Overlapping Demands at Work. Teaching and Learning in Medicine 34:4, pages 405-417.
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Richard Bale & Mark Anderson. (2022) Teacher identities of graduate teaching assistants: how we (De)legitimise GTAs’ role identities. Teaching in Higher Education 0:0, pages 1-16.
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Mary Bair, David Bair, Rui Niu-Cooper & Nagnon Diarrassouba. (2022) Border Crossings: the Role of Narrative Storytelling in the Professional Identity Development of Faculty of Color. College Teaching 0:0, pages 1-8.
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Tracy X. P. Zou, Quentin A. Parker & Dai Hounsell. (2022) Cross-institutional teaching enhancement and distributed leadership: an empirical study informed by activity theory. Journal of Higher Education Policy and Management 44:3, pages 276-292.
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Angela Brew, David Boud, Lisa Lucas & Karin Crawford. (2022) Hampering teaching excellence? Academics making decisions in the face of contradictions. Studies in Higher Education 47:4, pages 941-952.
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Susan Geertshuis & Qian Liu. (2022) The challenges we face: A professional identity analysis of learning technology implementation. Innovations in Education and Teaching International 59:2, pages 205-215.
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Anne Laiho, Arto Jauhiainen & Annukka Jauhiainen. (2022) Being a teacher in a managerial university: academic teacher identity. Teaching in Higher Education 27:2, pages 249-266.
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Huiyu Tan, Ke Zhao & Fred Dervin. (2022) Experiences of and preparedness for Intercultural Teacherhood in Higher Education: non-specialist English teachers’ positioning, agency and sense of legitimacy in China. Language and Intercultural Communication 22:1, pages 68-84.
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Abigail Grover Snook, Asta B. Schram & Solveig A. Arnadottir. (2022) “I am a teacher” – exploring how to support teacher identity formation in physical therapists. Physical Therapy Reviews 27:1, pages 73-80.
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Shelda Debowski. (2022) Shifting sands: navigating being academic in an evolving sector. Higher Education Research & Development 41:1, pages 7-20.
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Liisa Myyry , Terhi Karaharju-Suvanto, Anna-Maija K Virtala, Marja R Raekallio, Outi Salminen, Marjo Vesalainen & Anne Nevgi. (2022) How self-efficacy beliefs are related to assessment practices: a study of experienced university teachers. Assessment & Evaluation in Higher Education 47:1, pages 155-168.
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Kathleen M. Quinlan. (2021) Towards an educational humanities for teacher education: Building the relational, emotional, and ethical bases of teaching practice. Oxford Review of Education 47:6, pages 752-769.
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Barbara Kensington-Miller. (2021) ‘My attention shifted from the material I was teaching to student learning’: the impact of a community of practice on teacher development for new international academics. Professional Development in Education 47:5, pages 870-882.
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Kristine J. Olson & Lixin Jiang. (2021) The effects of university research and teaching climate strength on faculty self-reported teaching performance. Higher Education Research & Development 40:6, pages 1251-1267.
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Lynn Sheridan, Lynnaire Sheridan, Oriana Milani Price, Ros Pocius, Taryn McDonnell & Renee Cunial. (2021) Work Integrated Learning (WIL) mainstreamed: the identity of the practitioner. Educational Research 63:3, pages 319-336.
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Cui Ping, Gonny Schellings, Douwe Beijaard & Juyan Ye. (2021) Teacher educators’ professional learning: perceptions of Dutch and Chinese teacher educators. Asia-Pacific Journal of Teacher Education 49:3, pages 262-281.
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Manuel Granjo, José Castro Silva & Francisco Peixoto. (2021) Teacher identity: can ethical orientation be related to perceived competence, psychological needs satisfaction, commitment and global self-esteem?. European Journal of Teacher Education 44:2, pages 158-179.
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Qian Liu & Susan Geertshuis. (2021) Professional identity and the adoption of learning management systems. Studies in Higher Education 46:3, pages 624-637.
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Thea van Lankveld, Harish Thampy, Peter Cantillon, Jo Horsburgh & Manon Kluijtmans. (2021) Supporting a teacher identity in health professions education: AMEE Guide No. 132. Medical Teacher 43:2, pages 124-136.
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Velda McCune. (2021) Academic identities in contemporary higher education: sustaining identities that value teaching. Teaching in Higher Education 26:1, pages 20-35.
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Xiangyun Du, Khalid Kamal Naji, Usama Ebead & Jianping Ma. (2021) Engineering instructors’ professional agency development and identity renegotiation through engaging in pedagogical change towards PBL. European Journal of Engineering Education 46:1, pages 116-138.
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Diane Truscott & Kim Stevens Barker. (2020) Developing Teacher Identities as In Situ Teacher Educators through Communities of Practice. The New Educator 16:4, pages 333-351.
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Katherine Grace Hendrix. (2020) When teaching fails due to third-party interference: a blackgirl Warrior’s story. Communication Education 69:4, pages 414-422.
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Pat Strauss. (2020) Not quite university people? Academics teaching on foundation studies programmes in New Zealand universities. Higher Education Research & Development 39:5, pages 1013-1025.
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Liisa Myyry, Terhi Karaharju-Suvanto, Marjo Vesalainen, Anna-Maija Virtala, Marja Raekallio, Outi Salminen, Katariina Vuorensola & Anne Nevgi. (2020) Experienced academics' emotions related to assessment. Assessment & Evaluation in Higher Education 45:1, pages 1-13.
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K. Rosewell & P. Ashwin. (2019) Academics' perceptions of what it means to be an academic. Studies in Higher Education 44:12, pages 2374-2384.
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Yi-Ping Huang. (2019) English-medium instruction in law and the humanities in higher education: the role of teacher identity. Higher Education Research & Development 38:6, pages 1183-1196.
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Kathleen M. Quinlan. (2019) Emotion and moral purposes in higher education teaching: poetic case examples of teacher experiences. Studies in Higher Education 44:9, pages 1662-1675.
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Malcolm Tight. (2019) Systematic reviews and meta-analyses of higher education research. European Journal of Higher Education 9:2, pages 133-152.
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Katja Vähäsantanen & Raija Hämäläinen. (2019) Professional identity in relation to vocational teachers’ work: an identity-centred approach to professional development. Learning: Research and Practice 5:1, pages 48-66.
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Kate Ippolito & Monika Pazio. (2019) Suck it and see – transforming STEMM university teachers’ assessment perspectives and practices through disorientating experiential learning. Higher Education Pedagogies 4:1, pages 331-346.
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Caroline Trautwein. (2018) Academics' identity development as teachers. Teaching in Higher Education 23:8, pages 995-1010.
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Ian Kinchin, Marion Heron, Anesa Hosein, Simon Lygo-Baker, Emma Medland, Dawn Morley & Naomi Winstone. (2018) Researcher-led academic development. International Journal for Academic Development 23:4, pages 339-354.
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Tara Holland, Sarah Bean Sherman & Sara Harris. (2018) Paired Teaching: A Professional Development Model for Adopting Evidence-Based Practices. College Teaching 66:3, pages 148-157.
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Claire Stocks, Chris Trevitt & Joseph Hughes. (2018) Exploring action learning for academic development in research intensive settings. Innovations in Education and Teaching International 55:2, pages 123-132.
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Khalil Motallebzadeh & Bahman Kazemi. (2018) The relationship between EFL teachers’ professional identity and their self-esteem. Cogent Education 5:1.
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Ana-Clara Ventura. (2017) University professor identity in a classroom and interview situation / La identidad de profesores universitarios en situación de clase y de entrevista. Journal for the Study of Education and Development 40:3, pages 531-571.
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