Browsing by Author "Piiparinen, Niina"

Objectives and theoretical framework: This study examined narratively university teachers' teacher identity using the Beijaard, Verloop and Vermunt (2000) model of teacher identity. Based on the model, teacher identity was conceived as subject matter expertise, didactical expertise and pedagogical expertise. In this study teacher identity was understood narratively, in other words, developing as an unfolding story. Teacher identity and its change are examined according to the Beijaard et al. (2000) model of teacher identity focusing on the beginning of the teaching career and on the end of pedagogical studies. Attention is also paid to the composition of the different elements of teacher identity. Additionally, influencing factors on the development of these elements of teacher identity are also identified. Earlier research on university teachers' teacher identity is scarce. Methods: The study was conducted applying a narrative method. The research material was collected by interviewing eight university teachers that had participated in pedagogical studies. The research material was analysed by applying a narrative analysis method, thus by formulating teacher stories for each university teacher participating in the study. After this the stories were analysed according to the research questions. Results and conclusions: As a result of the study three teacher identity groups were identified. The first group was characterized by the development from a content focus to a wide didactical and pedagogical expertise. The second group was characterized by the strengthening of didactical and pedagogical expertise. The third group was characterized by the development to didactically and pedagogically skilful teachers. Especially the didactical expertise of all teachers had strengthened. The most important factors contributing to its development were teaching and teaching experience and pedagogical studies. Also notable was that during the teaching career the pedagogical expertise had become a part of each university teacher's teacher identity, even if its importance as an element of teacher identity varied. Especially didactical expertise and pedagogical expertise consisted of relatively similar factors among teachers from all three groups. The results of this study can be used in pedagogical studies where university teachers should be supported in recognizing these elements of their teacher identity.