The development of academics’ teacher identity: Enhancing reflection and task perception through a university teacher development programme

• Four teacher identity types based on task perception and reflectivity were identified.
• Student-centredness and mediocre teaching efficacy anticipated reflective development.
• High CCSF scores on the ATI at the beginning of teacher training anticipated future development of reflective student-centred teaching.

The study investigated the development of academics’ teacher identities in a research-intensive environment when supported through a sustained university teacher development programme (UTD). The study applied a follow-up design. The various type data (Approaches to Teaching Inventory, interviews, and teaching practicum reports) were collected over period of 5–6 years from 11 academics. Data were analysed utilising narrative approach. Four teacher identity groups were identified. The results indicate that teacher identity develops through dynamic interaction between a reflection of teaching practice and a deepening knowledge of theoretical pedagogical constructs. The willingness to reflect is crucial for the development as a university teacher. ATI was fairly accurate in anticipating future reflective engagement with the development of oneself as a university teacher.