01626nam a22002057a 4500 20250206142942.0 250206b |||||||| |||| 00| 0 eng d LDD Liang, Jingjing et al. Meissel, Kane Understanding the professional identity of university-based teacher educators: A systematic review of the literature UK : Elsevier, 2024. p. 1-15 International Journal Of Educational Research Vol. 127 Despite increasing interest in university-based teacher educators (UBTEs)’ professional expertise and development, their professional identity remains under-researched. This systematic review of the literature on the nature of UBTEs’ professional identity and how it is formed analyses 88 studies published from 2005 to 2023. We found that UBTEs’ professional identity has gained considerable attention in North American and European contexts, and most empirical studies were primarily based on self-reported, small-scale, and qualitative data. UBTEs’ identities emerging from this work include research-, teacher-, expert- and learner-oriented identities. Individual, interpersonal, institutional and national factors shape UBTEs’ identities, suggesting that UBTEs’ identity formation is complex and contested. Future directions for research are discussed. University-Based Teacher Educator Professional Identity Ell, Flona click here to access online https://www.sciencedirect.com/science/article/pii/S0883035524000922 ddc ARTICLES 194638 194638 2025-02-06 14:30:02 0 2025-02-06 ARTICLES 0 ddc 0 0 0 LDD LDD 2025-02-06