Professional identity of teacher educators in the digital era in light of demands of pedagogical innovation

• Published in: Teaching and teacher education 2018-07, Vol.73, p.183-191
• Main Authors: Avidov-Ungar, Orit, Forkosh-Baruch, Alona
• Format: Article
• Language: English
• Subjects: Digital age; Modes of existence; Pedagogical innovation; Professional identity; Teacher educators
• ISSN: 0742-051X; 1879-2480
• DOI: 10.1016/j.tate.2018.03.017

The study examines teacher educators' perceptions regarding pedagogical innovation. 27 semi-structured interviews were analyzed using three modes of existence composing their professional identity with regards to pedagogical innovation: being, the conceptual component; doing, the practical component; and having, the environmental support component. Findings show that the "being" component is the dominant mode of existence and is strongly connected to construction of professional selves. Also, demands of the digital era compel teacher educators to re-examine their professional identity vis-à-vis technology-integrated teaching. Institutional support was vital for professional identity construction. Findings assist in understanding professional identity construction of innovative teacher educators. •Innovative pedagogy requires ICT implementation in teachers' professional development.•Teacher educators (TE) reexamine their professional identity in an ICT context.•TEs' professional identity mostly consisted of the "being" mode of existence.•TE institutes' support is vital to develop TEs' professional identity as innovators.