Developing a researcher identity as teacher educator

In this paper we examine the development of the professional identity of
teacher educators who combine studying for a doctoral degree with working
as teacher educators. While working on their doctoral thesis, teacher educators
move temporarily from the semi-academic world of teacher education into
the academic world of universities. Semi-structured interviews were held with
fifteen teacher educators. Although the research topics, their experiences in
conducting research and their professional life after obtaining the doctoral
research degree differ in many ways, they all stated that they have developed
a researcher identity as part of their former identity. Nevertheless none of
the teacher educators, except one temporarily, made a job shift towards the
academic world or wished to do so, after finishing the doctoral thesis. They
preferred the semi-academic world of teacher education where the focus is
on education. In this world, practice-based research – if they are engaged in
research at all - is a minor part of the work of teacher educators.