Unveiling the Professional Identity of University Educators: A Qualitative Study

Abstract

The formation of a university professor's identity is a complex process, which begins with academic training and evolves through professional practice. This study explores the experiences that shape the identity of university teachers, focusing on personal, social and professional perspectives. Through the qualitative approach, using in-depth interviews with 10 participants with an average age of 50 years, the research revealed significant factors. It found a correlation between female gender and preference for teaching careers, as well as the substantial influence of parental guidance on career choice, driven by considerations of economic stability and familiar work environments. In terms of personal identity, the testimonies underscored the influential role of parental expectations in career decision making. Social identity was strongly influenced by family prestige and the broader social context. On the professional level, the research revealed that years of positive teaching experience contribute to the reinforcement of one's professional identity. However, it also highlighted the fluid nature of a university professor's teaching identity, subject to the fluctuations of positive and negative experiences encountered in daily practice. While these experiences can reinforce a sense of vocation and professional development, the lack of a cohesive teaching identity poses risks to the quality of educational services provided to students.   Received: 7 September 2023 / Accepted: 23 April 2024 / Published: 5 May 2024