Abstract
With internationally growing attention to the quality of higher education, a formal teaching qualification has become at many universities a requirement for non-tenured staff to be eligible for tenure. To obtain a qualification, participants in this case study reflect in a portfolio on their teacher identity by describing what they think is important and what guides the choices they make. Based on a thematic analysis of 47 portfolios by aspiring non-tenured early-career humanities scholars in The Netherlands, I will describe the recurring stories about beliefs, values, and commitments toward being a teacher in the humanities. The analysis will provide insight into how teacher identity is determined by the cultural rules of their disciplinary community to which they want to gain access as non-tenured academics.
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