Negotiating Academic Teacher Identity Shifts During Contextual Change

This academic paper, published in 'Teaching in Higher Education,' explores the evolving roles and identities of higher education teachers amidst contextual changes, particularly those driven by technological advancements. It examines how academics navigate shifts in their professional and personal identities, pedagogical approaches, and values. The study investigates the impact of large-class videoconferencing on teachers' experiences, highlighting the ambiguity of roles, misalignment of values with practice, and disruptions to self-representation. The findings suggest that successful negotiation of identity shifts is crucial for maintaining coherent narratives, while a lack of collective response to change may lead to overlooked challenges at the institutional level. The paper recommends identifying, discussing, and aligning institutional, professional, and personal pedagogical goals before implementing contextual changes. The research underscores the importance of understanding academic identity as a dynamic process shaped by institutional processes, values, and personal narratives, and the implications of these factors on teaching practices and professional development.