Source: European Journal of Teacher Education, Volume 37, Issue 4, 2014, pages 426-441.
This article provides a review of literature on teacher educator identity.
52 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.