The emergence and significance of meta-identity in the professional development of experienced teacher-researchers.
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| Title: | The emergence and significance of meta-identity in the professional development of experienced teacher-researchers. |
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| Authors: | Dikilitaş, Kenan1 (AUTHOR), Eryılmaz, Rukiye2 (AUTHOR), Mukherjee, Kuheli3 (AUTHOR), Serra, Mariana4 (AUTHOR), Anderson, Jason5 (AUTHOR) jason.anderson@warwick.ac.uk |
| Source: | Teacher Development. Apr2026, Vol. 30 Issue 2, p458-477. 20p. |
| Subject Terms: | *Teacher researchers, *Educators, *Action research in education, *Career development, Professional identity, Self-efficacy, Identity (Psychology) |
| Abstract: | This collaborative research project explores the role of sustained engagement in teacher research in the professional development of three teacher-researchers based in Argentina, India, and Turkey. It focuses on how teacher research impacted upon their identity development and self-efficacy. An original, collaborative research design facilitated the project, involving all authors as co-researchers to explore and understand experiences retrospectively through written, verbal, and dialogic communication. The study finds that the teacher-researchers experienced a gradual transformation from awareness of separate, sometimes conflicting teacher and researcher roles in their professional identity to what the authors call a 'meta-identity' – an explicit, reflexive awareness of the longitudinal development of separate, yet complementary, interacting identities. They identify four facilitative factors as potentially important in the development of meta-identity (sustaining curiosity, receiving appropriate support, noticing practical benefits of teacher research, and recognition in new communities) and discuss implications of the findings for teacher professional development. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This collaborative research project explores the role of sustained engagement in teacher research in the professional development of three teacher-researchers based in Argentina, India, and Turkey. It focuses on how teacher research impacted upon their identity development and self-efficacy. An original, collaborative research design facilitated the project, involving all authors as co-researchers to explore and understand experiences retrospectively through written, verbal, and dialogic communication. The study finds that the teacher-researchers experienced a gradual transformation from awareness of separate, sometimes conflicting teacher and researcher roles in their professional identity to what the authors call a 'meta-identity' – an explicit, reflexive awareness of the longitudinal development of separate, yet complementary, interacting identities. They identify four facilitative factors as potentially important in the development of meta-identity (sustaining curiosity, receiving appropriate support, noticing practical benefits of teacher research, and recognition in new communities) and discuss implications of the findings for teacher professional development. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13664530 |
| DOI: | 10.1080/13664530.2025.2515916 |
