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] |
| Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192504063 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: The emergence and significance of meta-identity in the professional development of experienced teacher-researchers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dikilitaş%2C+Kenan%22">Dikilitaş, Kenan</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Eryılmaz%2C+Rukiye%22">Eryılmaz, Rukiye</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Mukherjee%2C+Kuheli%22">Mukherjee, Kuheli</searchLink><relatesTo>3</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Serra%2C+Mariana%22">Serra, Mariana</searchLink><relatesTo>4</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Anderson%2C+Jason%22">Anderson, Jason</searchLink><relatesTo>5</relatesTo> (AUTHOR)<i> jason.anderson@warwick.ac.uk</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Teacher+Development%22">Teacher Development</searchLink>. Apr2026, Vol. 30 Issue 2, p458-477. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teacher+researchers%22">Teacher researchers</searchLink><br />*<searchLink fieldCode="DE" term="%22Educators%22">Educators</searchLink><br />*<searchLink fieldCode="DE" term="%22Action+research+in+education%22">Action research in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Career+development%22">Career development</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+identity%22">Professional identity</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Identity+%28Psychology%29%22">Identity (Psychology)</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Teacher Development is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=192504063 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13664530.2025.2515916 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 458 Subjects: – SubjectFull: Teacher researchers Type: general – SubjectFull: Educators Type: general – SubjectFull: Action research in education Type: general – SubjectFull: Career development Type: general – SubjectFull: Professional identity Type: general – SubjectFull: Self-efficacy Type: general – SubjectFull: Identity (Psychology) Type: general Titles: – TitleFull: The emergence and significance of meta-identity in the professional development of experienced teacher-researchers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dikilitaş, Kenan – PersonEntity: Name: NameFull: Eryılmaz, Rukiye – PersonEntity: Name: NameFull: Mukherjee, Kuheli – PersonEntity: Name: NameFull: Serra, Mariana – PersonEntity: Name: NameFull: Anderson, Jason IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13664530 Numbering: – Type: volume Value: 30 – Type: issue Value: 2 Titles: – TitleFull: Teacher Development Type: main |
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