Identity Development Research Articles

Dynamic positioning in identity development: Case studies of Chinese university English language teachers

This multiple-case study examines the dynamics of identity among Chinese university teachers of English as a foreign language (EFL) in response to challenges that arise from individual teaching contexts. Grounded in Dialogical Self Theory (DST), the study investigates how these teachers navigate conflicting pedagogies, exercise agency, and negotiate their professional identities. Through in-depth interviews and classroom observations, the findings demonstrate the ways in which participating teachers drew on diverse position repertoires to manage the complexities of their teaching roles. The study identified several key positioning strategies, including the adoption of meta-positions, the creation of third positions, the utilization of promoter positions, the formation of coalitions of positions, and the management of cacophonous positioning. The findings contribute to the growing body of research on language teacher identity, highlighting the dynamic complexity of identity construction. The study offers implications for professional development programs, advocating for opportunities that foster critical reflection on teachers’ multiple I-positions.

EXPLORING MUSICAL IDENTITY DEVELOPMENT: PERSPECTIVES FROM STAGE THEORY, SELF-DETERMINATION THEORY, AND A LIFESPAN APPROACH

Music has a profound impact on a person's identity and has a complicated and deep relationship with the self. A psychological concept called "musical identity" includes a variety of elements derived from "personal, social, emotional, and musical competencies." It represents how people behave in a cultural and social context and is influenced by their involvement in music and practice. The study of how people acquire their musical knowledge and skills examines the cognitive, emotional, and social facets of this process. The stage theory by Trevarthen and Malloch, which hypothesizes discrete transitions in musical development across the lifespan, is a well-known framework in this area. Another approach is the Self-Determination Theory (SDT) application by Evans and McPherson, which emphasizes the significance of autonomy, competence, and relatedness in forming musical identity. Using a lifelong perspective, Lamont emphasizes the impact of social settings and cultural environments on the negotiation of musical identity. Her work emphasizes the significance of early musical encounters, the influence of formal and informal musical interactions during infancy, and the development of musical identity during adolescence and maturity. Understanding these frameworks advances our knowledge of how musical identities are formed and has implications for music education, therapy, and the encouragement of lifelong musical participation.

Exploring the Contents of Leader Identity Development Across Life Domains

The way an individual self-identifies as a leader (leader identity) is a critical component of the leader development process (Day and Harrison, 2007). Since this recognition, the field has experienced increased attention (Epitropaki et al., 2017). In this way, the development of a leader identity naturally becomes a topic of importance given that organizations are interested in more effective leaders, considering the 60 billion dollars spent on leadership development programs by global organizations every year (Future Market Insights, 2024). However, despite some recent advances in understanding leader identity development, the discussion is often limited to a single life domain, most commonly work (Lanka et al., 2020) when leadership is understood to transcend a formal role or context (DeRue, Ashford and Cotton, 2009). The present investigation draws on theory of leader development across life domains (Hammond, Clapp-Smith and Palanski, 2017) to explore factors that promote and hamper self-identification as a leader. Through a thematic analysis (Braun and Clarke, 2006), 25 in-depth interviews focused on three different life arenas revealed four factors promoting leader identity development: being conceded responsibility, taking initiative, having an expanded understanding of leadership, and having a sense of purpose. Additionally, two factors served as obstacles: a feeling of incapacity, and self-focus. Implications for practice and theory are discussed. Specifically, the section distinguishes between internally- and externally-driven leader identity, how leader identity can be developed before and during the course of a research interview, and the role of purpose. On the obstacles side, the findings are firstly linked to the impact of leadership stereotypes (Epitropaki and Martin, 2004). Also, foundational works such as social identity theory (Tajfel and Turner, 1986) and job demands-resources theory (Bakker, Demerouti and Sanz-Vergel, 2014) are incorporated in terms of how they may justify obstruction of positive change in leader identity.

Teacher Identity Discourses in Place—Exploring Discursive Resources in Pre-Service Teachers’ Constructions of Teacher Identity

This methodological article focuses on how to effectively map pre-service teachers’ use of discursive resources in professional identity production. By adopting a discourse analytical approach, this study views identity construction as a situational, real-time process occurring in interaction. The aim is to contribute knowledge about how to systematically map and analyze the resources that pre-service teachers use to construct their teacher identities during their education. Drawing on the framework of Mediated Discourse Analysis, this article presents a model that integrates two key concepts: discourse domains, which refer to the types of discourse commonly used in teacher education, and layers of discourse, which address societal levels in identity construction. The results suggest that using these concepts to map students’ use of discursive resources highlights how their knowledge of the teaching profession, their education and everyday experiences can be assets when constructing their teacher identities. While the model can be further refined and developed to better show the complexity of discursive resources in identity construction processes, it shows promise as a fruitful approach. By mapping and visualizing discursive resources through this model, this study offers valuable methodological insights into how to approach professional identity development among pre-service teachers.

Enhancing cross-cultural well-being: a mixed methods study on critical thinking, cultural intelligence, and eudaimonic well-being in arts students’ cultural identity development

IntroductionThis research explores the role of critical thinking and cultural intelligence in psychological well-being through the lens of cultural identity development. It aims to understand how individuals think critically and navigate different cultural challenges that influence their psychological wellbeing.MethodsThe quantitative analysis utilizes various scales to elucidate the correlation between critical thinking beliefs, cultural intelligence, and well-being. The qualitative exploration employing NVivo 20.0 uncovers the interplay between critical thinking, cultural intelligence, and well-being in the construction of cultural identity and psychological selfhood.ResultsThe research results show a significant positive correlation between critical thinking, cultural intelligence, and psychological well-being. Themes such as well-being, cultural intelligence, critical thinking, and facing challenges illustrate how individuals navigate obstacles to achieve a meaningful and purposeful life. The findings from both the quantitative and qualitative analyses provide a comprehensive understanding of how critical thinking, cultural intelligence, and well-being intersect and influence individuals’ perceptions of themselves and their cultural identities.DiscussionThe research results suggest that developing critical thinking and cultural intelligence positively impacts individuals’ psychological well-being in cultural identity development. This can lead to greater belonging and acceptance in diverse cultural settings.

Leader(ship) Identity Development and Meaning Making: A Scoping Review

Despite a growing body of scholarship on leader and leadership (i.e., leader[ship]) identity development (LID), there has been surprisingly little systematic attention devoted to the connection between LID and meaning making, which is notable because meaning making has been regarded as foundational to the LID process. Accordingly, the current scoping review explores the scholarship and key characteristics at the intersection of LID and meaning making. Specifically, the year of publication, research method and design, country of participants, and theories central to author justification are analyzed. After sharing the results, contributions, and implications for the constructs of LID and meaning making are outlined, with attention given to theoretical and methodological areas for future research. Finally, an integrated constructivist model of LID is proposed that urges leadership scholars and practitioners to incorporate developmental, identity, learning, and meaning‐making theories into their discussions of LID.

Digital Literacy and Support Available for Academics at a University (Pilot Study)

Without a doubt, technology is an integral part of the education sector in the 21st Century (Scull et al., 2020). In addition to being a subject matter expert in their specialist area of knowledge, academics are expected to possess digital capabilities that will allow them to deliver current and state of the art curriculum to their students (Newland and Handley, 2016). Digital literacy is defined as ‘those capabilities which fit an individual for living, learning and working in a digital society’ (Jisc, 2014). Incorporating digital literacy into a suitable continuing professional development (CPD) series may ensure the training and development of the academic workforce (Matthews, 2021). The importance digital literacy as a form of continued professional development (CPD) was most evident during the COVID-19 pandemic when all academics had to shift their teaching to an online environment (Antonopoulou et al., 2021). Many academics had to do a crash course in digital literacy to be able to create suitable online learning environments. Digital literacy can be indicative of teaching success and the development of professional identity in the fast-evolving education sector (Mardiana, 2020). Current literature shows that in addition to prior education and qualifications, experience with digital teaching technologies is a major influence in the development of digital literacy, which may impact their professional identity (Watts, 2018). Incorporating digital literacy into CPD and using a suitable model such as Kennedy’s model for CPD may improve the digital literacy of academics. A study conducted by Butson, 2019 revealed that newly appointed academics felt left behind due to the fast pace of technology in their workplace. Another study conducted by Sanchez and colleagues (2021) also demonstrated teachers experiencing low self- perception of their digital literacy skills during their employment. Hence, “being component” in workplace technologies is strongly connected to the construction of professional identity (Avidov-Ungar and Forkosh-Baruch, 2018). Therefore, it can be suggested the role an institution plays in developing digital capabilities of academics is important not just for successful and efficient delivery of high-quality teaching, but also for the well-being of the academics in the workplace and to develop the professional identity. Also, understanding the baseline digital capability of its employees and whether additional support is required to develop digital literacy can provide invaluable insight in professional development of an academic during its employment at an institution. The aim of this study is to evaluate the self-perceived digital literacy of academics employed at a university and the support they have received in developing their digital literacy during their employment. The aims also include to identify support that staff require to build their DL and how Kennedy’s 3 lens of CPD may assist in improving DL programs at universities (Kennedy, 2014).

From reflective practice to communicative interaction: a case study on the use of blogs by student teachers

Abstract This case study examines the use and possibilities of blogging as reflective practice journals by student teachers during their practicum. The blog serves as a tool for the construction of their teacher identity through the encouragement of daily reflection on school experiences. The study investigates how the blog, as a digital tool, facilitates peer interaction, reflective thinking, and collaborative knowledge construction. Conducted with participants from primary and secondary education programs at the University of Valencia the research employs a qualitative, instrumental case study methodology. The researcher acted as the teacher-tutor of the internships and students shared their impressions by sharing their experiences within the group. Findings suggest that blogs function as effective platforms for fostering reflective writing, enhancing peer support, and promoting collaborative knowledge construction, ultimately contributing to the development of professional identity among student teachers. Self-censorship is identified as the main limitation, especially when sharing perceived shortcomings in the school system and teaching practice. The study concludes that the blog provides an interactive space that enriches personal writing expression and collaborative learning, highlighting also their value in teacher education.

Finally, a Researcher Development and Education Skills Framework for an Open University

While there is an ongoing advocacy for transformative higher education through a collaborative research culture in a national university system (Almores, 2024; Cubillan, 2024), there lacks an explicit and unified framework for researcher development of valuable skills and competencies to inform its typology of research training, supervision and mentoring (Villanueva, 2024). We propose a researcher development and education framework to benefit open and distance elearning programs, or ODeL programs situated in the national university’s Open University constituent unit with a wide reach of students locally and in Southeast Asia (Alfonso, 2019). The framework is a by-product of our sustained intellectual and intertextual networking, engagements with an international network of researchers in doctoral education and consultations with teacher-researchers and other stakeholders in an open university. The framework is underpinned by the identity-trajectory theory, self-determination theory and the community of inquiry for learning community building in harnessing positive research student experiences (Villanueva & Eacersall, 2024). Key areas of the framework are namely, research as a personal and scholarly practice, a reflective practice, a collaborative practice and a technology-enabled practice. Surrounding these key areas are shared values of: (i) excellence, rigor and creativity; (ii) agency and wellbeing; (iii) sense of community, social responsibility and service to others; and, (iv) integrity, agency and future-ready. Further validation of the framework was conducted through focused group discussions across three faculties of study. Collaborative reflections among faculty members and research students were undertaken to further define specific research competencies as well as mindsets. A natural outcome was the conceptualization of three courses pilot-test the application of the framework in varied learning spaces for a range of learners within the Open University unit. MyPORTAL Course 1 is a formal course for graduate-level students crafting their personalized learning plans for selected research-related outputs while ASCEND Course 2 is non-formal short course for professional research staff and students to navigate their academic writing and research with the use of Generative AIs. WORKSPACE Course 3 is a self-paced micro-course as an opportunity for faculty members to spend dedicated sensemaking on current practices in mentoring and research supervision. These courses are meant to operationalize intentional learning alliance and community building to harness researcher identity development and sense of agency among research students in ODeL programs. Further research is recommended in launching these courses and towards the creation of graduate research support teams with researcher development specialists and volunteer research trainers and learning designers. The teams are meant to go beyond administerial functions to ensure exemplary pedagogy and practices, benefiting both research supervisors and their students. The study all the more highlights the Open University’s unique identity as a progressive driver of innovation and within a dominant residential-based university system’s seeking to translate the transformative education rhetoric into actual practice at the program and course levels. Finally, we lay our claim of an ODeL research culture that is truly open, collaborative and future-ready.

Patterns of professional identity in school counselors: A latent profile analysis

AbstractUnderstanding school counselors’ professional identity development is important to promote positive work‐related outcomes and provide appropriate support for more quality school counseling services. The purpose of this study was to examine the patterns of professional identity in school counselors. As a result of latent profile analysis using a sample of school counselors (N = 343), we found five types of professional identity, including (1) Well‐Developed (n = 99; 28.9%), (2) High Competence (n = 53; 15.5%), (3) Moderate (n = 156; 45.5%), (4) Professionally Disconnected (n = 18; 5.2%), and (5) Vulnerable (n = 17; 5.0%). Based on the profiles, we identified significant differences in their work‐related attitudes and experiences (i.e., burnout, stress, job satisfaction, and years of school counseling experience), but there were no significant differences in demographics except for the American School Counselor Association membership. Implications and recommendations for counseling professionals are suggested.

The role of university in a Korean heritage language student’s identity development

Abstract Drawing on autobiographical narratives of a second-generation Korean heritage language (HL) student who grew up in Auckland, New Zealand, this study examines the role of university study in HL students’ identity development. In her narratives, the participant describes feeling inferior about her Korean HL and culture as a child but finding that university offered space for the (re)construction and positive reinforcement of her HL and cultural identities over time. The university provided her with a multicultural community, and HL and other identity- and heritage-culture-related courses, which enabled her both to (re)construct her sense of self and to critically examine the challenges she faced in a White European-dominated society. The findings shed light on second-generation immigrant-background students’ HL and related identity development processes, and the importance of creating bilingual and bicultural educational spaces in tertiary education for their ongoing identity development.

Variations in Sexual Identity Milestones Among Asexual People.

There is increasing interest in the interpersonal factors that shape the development of asexual individual's sexual identity, including age, gender, and romantic orientation. In this study, we examined variability in timing and pacing of asexual identity development milestones, with a focus on the diversity present in the asexual population. Among a sample of 317 participants aged 18-59 from three distinct birth cohorts, we measured participants' ages of asexual identity development milestones, including: first awareness of a lack of sexual attraction, first searching for orientation, first discovery of the term asexuality, first self-identification, and first disclosure. Participants from more recent cohorts reported earlier and accelerated pacing of milestones relative to those from middle and older cohorts. Subgroups defined by gender also varied in milestone timing, with cisgender participants experiencing asexual identity development milestones at a later age than gender non-binary cohorts. No significant difference in milestones were found among romantic orientation sub-groups, apart from the timing of identity disclosure. Romantic-identified asexual individuals disclosed their asexual identities much sooner than aromantic-identified asexual individuals following identification as asexual. By comparing differences within subpopulations, the results of this study extend upon our understanding of the various sub-identities that exist within the asexual population and attend to different experiences within the asexual community. This in turn contributes towards our understanding of how asexual people experience interpersonal relationships, their interactions with others, and how they develop a positive sense of identity.

Belonging in dual roles: exploring professional identity formation among disabled healthcare students and clinicians.

The development of a robust professional identity is a pivotal aspect of every healthcare professional's educational journey. Critical social perspectives are increasingly influencing the examination of professional identity formation within healthcare professions. While understanding how disabled students and practitioners integrate a disability identity into their professional identity is crucial, we have limited knowledge about the actual formation of their professional identity. This study aims to investigate how disabled students and clinicians in healthcare professions actively shape their professional identity during their educational and professional journeys. We conducted in-depth semi-structured interviews with 27 students and 29 clinicians, conducting up to three interviews per participant over a year, resulting in 124 interviews. Participants represented five healthcare professions: medicine, nursing, occupational therapy, physical therapy, and social work. Employing a constructivist grounded theory approach, our data analysis revealed two prominent dimensions: (a) The contextualization of identity formation processes and (b) The identity navigation dimension in which the professional identity and disability identity are explored. This emerging model sheds light on the dynamic processes involved in identity formation, emphasizing the significance of a supportive environment for disabled students and practitioners. Such an environment fosters the negotiation of both professional and disability identities. Moreover, this study recognizes the importance of a re-examination of the concepts of professionalism and professional identity in healthcare professions. In conclusion, this research underscores the importance of understanding and supporting the multifaceted identity formation processes among disabled individuals within healthcare professions.

Ask Your Relative: A mixed method analysis of the Sexual Health and Healthy Relationship Q&As submitted by American Indian Alaska Native young adults

BackgroundDisparities in sexual health outcomes persist among American Indian and Alaska Native (AIAN) youth due to intersectional challenges accessing youth-friendly health services. AIAN youth have an increased prevalence of STIs and teen pregnancy. To address disparities in sexual health outcomes, the Ask Auntie/Ask Your Relative (AYR) Q&A service has been used by AIAN youth and young adults for over seven years as a trusted resource for information on sensitive health topics. There is a continued need to better understand the health-seeking behaviors of AIAN youth, especially those related to healthy relationships and sexual health, to improve the alignment of health resources to their needs.MethodsThis mixed-method study began with two phases. Phase 1 involved an analysis of all AYR data using Google Analytics and basic frequency counts. Phase 2 reviewed all questions and answers related to sexual health and healthy relationships (N = 240) using thematic analysis, NVivo 12.0, and intersectionality, guided by the social determinants of health. All AYR answers were coded based on type, name/location, number of times viewed, and examples. The final step of the analytic process was to utilize an intersectional approach and socioecological model (Individual, Community, Tribe/Nation, and World) to create a visual model with results.ResultsPhase 1—Since We R Native began tracking AYR data, the service has been utilized by 2.37 M users, with 1.16 M unique pageviews. The average time on the page was 4 min and 46 s. The number of AYR questions submitted varied by year, and were most frequent in 2016, then decreased in subsequent years. In Phase 2, the main themes identified in AYR questions were (1) Reaching Out for Help, (2) Identity and Physical Development, and (3) Healthy Relationships. Analysis of the Q&A answers identified 244 resources, and of these, 100 were Native-specific. The context-specific resources represented 21 uniquely coded health topics, ranging from women's health to behavioral health.ConclusionsThe broad range of healthy relationship and sexual health questions submitted to the AYR service reflects the types of health information that AIAN young adults want to know about. Resources provided in response to their questions connected Q&A viewers to a wide variety of organizations and programs designed to support AIAN young adults in their health and wellness journey. Findings from this study may be useful for creating additional culturally tailored resources.

Practical Research on Integrating Folk Art into Public Art Education Courses

This study focuses on the feasibility and practical strategies for integrating folk art into public art education courses. By exploring the cultural heritage and educational value of folk art, it analyzes the current shortcomings in public art education and underscores the necessity of incorporating folk art into the curriculum. The study designs suitable content and methods, including traditional art optimization and diverse resource applications, to strengthen students' cultural identity and aesthetic development. Additionally, case studies demonstrate the tangible effects of integrating folk art into public art education, with results indicating a significant improvement in students’ understanding and appreciation of local art. This research provides new insights for future public art course designs and proposes expanding folk art education with technological support.

‘And then the helping relationship became different’: professional identity development through learning in a helping relationship course

ABSTRACT Professional identity is a dynamic process in which individuals come to view themselves as social workers. This process is enabled through utilizing transformative learning: involving the internalization of professional values, knowledge, approaches, skills, and interventions. This study examined the pedagogies that enhance the development of professional identity formation as occurred in a helping relationship course at an Israeli college. A qualitative methodology was used, in the collaborative autoethnography approach, based on systematic reflection on the participants’ experiences as social work educators. Each of the three educator-researchers documented all 12 weekly lessons, for a total of 36 journal entries. The findings point to four professional development phases during the course: self-awareness, confronting difficulties, acceptance, and integration of knowledge into practice. These findings are discussed in relation to transformative learning theory and Bion’s term of the unknown. Recommendations for social work educators are provided.

Recent advances in laboratory education research

Abstract This review synthesizes recent advancements in laboratory education research in university chemistry over the past decade, from 2014 to 2024. It focuses on three key areas: evidence-oriented teaching practices, student learning outcomes and processes, and progressive curriculum development. The paper highlights the growing emphasis on evidence-based approaches to laboratory instruction, the multifaceted nature of student learning in the laboratory, and the importance of designing laboratory curricula that ensure progression and congruence across study programs. The review instantiates how evidence-oriented teaching practices have led to a shift in focus from theory to practical techniques. It explores the diverse learning outcomes associated with laboratory work, including experimental competencies, conceptual understanding, and affective aspects such as identity development and self-efficacy. The paper also introduces a comprehensive framework for assessing student learning in laboratories, integrating cognitive, conative, affective, psychomotor, social, and epistemic domains. Furthermore, the review examines approaches to curriculum development that emphasize scaffolding, progression, and alignment between various curricular elements. It presents models for developing experimental design competence and ensuring congruence in laboratory curriculum development. The paper concludes by acknowledging the persistent gap between research and practice in laboratory education and calling for continued efforts to bridge this divide.

Museums in Action: How Museums are redefining their Role in European Projects

An innovative and detailed analysis of the role of museums in European Union-funded projects is presented in this article, based on a thorough search of the European CORDIS database. The study explores how museums have transformed from being passive custodians of cultural heritage to becoming dynamic and multifunctional actors in European research and innovation. Through a systematic analysis of European projects funded in the 2007-2022 period, the article highlights the growing participation of museums in various EU programs, the varied roles they assume-from beneficiary partners to associate collaborators-and their impact in key areas such as education, research, digitization and technological innovation. This research provides both quantitative and qualitative insights into museums' involvement in shaping European cultural identity and policy development. The paper is of particular interest to policy makers, museum professionals and cultural heritage researchers, offering a unique perspective on the evolving role of museums in the European context and future opportunities for collaboration and funding.

Design Thinking in Online Spaces: How Students Develop Their Engineering Identities

Engineering identity plays a key role in the educational experiences of undergraduates majoring in engineering fields. Design thinking pedagogy can enhance engineering identity. However, little is known about how design-thinking pedagogy influences engineering identity development within an online environment, and specifically how this looked during the COVID-19 pandemic. The purpose of this qualitative study was to understand how a design thinking-oriented engineering course delivered online supports undergraduate students’ engineering identity development during the COVID-19 pandemic. Researchers collected 63 observations, totaling approximately 79 hours of observation of an embedded systems engineering course. Findings revealed the importance of language and framing in shaping engineering identity in online learning spaces. In addition, online student-faculty interactions were seen as an area of growth. Finally, the study found that online spaces can complicate opportunities for engineering identity performance. This study has implications regarding intentionality and online learning. To enhance engineering identity, faculty and administrators should consider how they use language to frame their courses and create meaningful student-faculty interactions.

Semiotically deconstructing parental and adolescent failed communication: It’s not what they’re saying, it’s their words

Language change and creativity among adolescent language use, is nothing new. However, teachers in schools and parents in homes continue to feel left out of the linguistic figured world of the youth that they teach or raise, often leading to either perceived or real failed communication. In this study I offer a thoughtful and perhaps unique social semiotic analysis of the process and motivation for youth creation of new words or the resemanticization of existing words. Understanding the need for youth to create their own linguistic worlds for acceptance into social worlds has less to do with creating a barrier between them and their parents or teachers and more to do with positive identity development, could be the key for unlocking positive communication with the adults in their lives. Within, I put forth the idea that there exist purposeful in-groups and out-groups, of which the out-groups can be further divided into desirable and un-desirable out-groups. It is important to uncover the different affordances of existing terms and to create inventories of new terms and their synchronic meanings and possible diachronic evolution, in order for parents to understand the motive and need for youth creativity with language. Accepting the possibility, that youth are simply constructing and describing the world around them, changes the paradigm of parental-adolescent communication from a gulf or abyss to a potential bridge or a passageway connecting the two worlds.