Academics have multiple identities, and their professional identities can sometimes be fragmented. This can lead to identity tensions and hinder their development as teachers. Our data consists of interviews with seven academics at a research-intensive university and the teaching portfolios created during their teaching practicums. All academics participated in 2 years of pedagogical studies, wherein teaching practicums played a central role. Their teacher identities developed significantly during the pedagogical studies. We examined the narratives two academics—Matti and Kari—that chronicled their development as teachers. Initially, Matti and Kari presented bias towards the pedagogical training. We found that the key features of their teaching practicums, such as a developmental project and reflexivity, facilitated the development of more holistic, relational identities. Our findings challenge some dominant views about academics’ teacher identity development and argue for the need to redefine academics’ teacher identity by taking into account the relational nature of the concept and the role of the research-teaching nexus. The study has an important implication for policy; for supporting holistic teacher-researcher development, developmental projects should be implemented as a vital part of pedagogical training.

学术人员具有多种身份，有时他们的专业身份可能会零散。这可能导致身份紧张并阻碍其发展为教师。我们的数据包括对一所研究型大学的七名学者的采访以及他们在教学实践中创建的教学组合。所有学者都参加了为期2年的教学研究，其中教学实习起着核心作用。在教学研究中，他们的老师身份得到了显着发展。我们检查了两位学者马蒂（Matti）和卡里（Kari）的叙述，这些叙述记载了他们作为老师的发展。最初，Matti和Kari对教学培训提出了偏见。我们发现他们的教学实践的关键特征，例如发展项目和反身性，促进了更全面的关系身份的发展。我们的发现挑战了有关学者的教师身份发展的一些主流观点，并认为有必要通过考虑概念的关系性质和研究教学关系的作用来重新定义学者的教师身份。该研究对政策具有重要意义。为了支持整体师生的发展，应将发展项目作为教学培训的重要组成部分。