Abstract
For educators, understanding what draws an individual to the teaching profession and, arguably more importantly, what keeps them there, involves recognition of how one's professional identity is located in the classroom. This chapter presents the findings of a pilot study focused on qualitative data stemming from an autoethnographic approach in which one author's own narrative of ‘professional identity' is presented alongside several teaching colleagues at the Eynesbury Institute of Business and Technology (EIBT) in South Australia. EIBT offers full fee-paying pre-university pathways for predominantly international students entering one of two partner universities; The University of Adelaide or The University of South Australia. The multiplicity of social, cultural, and educational factors that have influenced the professional identity of these higher education lecturers are shared with the main objective being self-reflection and collaborative action for learning and teaching improvement.
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