This study made explicit the discourses of 10 teachers working as university-based teacher educators in Singapore to understand their enacted identities. It framed identity as discursive, constructed through language and talk. Interview data were analyzed using descriptive discourse analysis tools, with critical discourse analysis influencing the process. The discourses are as follows: (a) The value of seconded teachers is located firmly within schools, with practice and practitioner elevated above theory and academics; (b) teaching is the core role of seconded teachers, and discourses about learning, development, and research are weak; and (c) an individualistic framing situates the locus of change on teacher-practitioners. Hybrid spaces that bring theory and practice together are discursive spaces. Both the strengths and limitations of existing discursive identities need to be acknowledged, and multifaceted and complex practitioner identities explored. This article contributes to the integration of practitioners into the wider community of teacher educators in the university.

中文翻译：

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在新加坡担任大学教师教育者的教师的话语和话语身份

这项研究明确了 10 位在新加坡担任大学教师教育工作者的教师的话语，以了解他们的既定身份。它将身份框定为话语，通过语言和谈话构建。访谈数据使用描述性话语分析工具进行分析，批判性话语分析会影响过程。论述如下： (a) 借调教师的价值牢牢定位在学校内部，实践和实践高于理论和学术；(b) 教学是借调教师的核心作用，关于学习、发展和研究的话语薄弱；(c) 个人主义的框架将变化的中心定位在教师从业者身上。将理论和实践结合在一起的混合空间是话语空间。需要承认现有话语身份的优势和局限性，并探索多方面和复杂的从业者身份。本文有助于从业者融入更广泛的大学教师教育者社区。