Doctoral students as future teachers at universities: factors related to professional identity

ENDoctoral studentsí professional identity in higher education institutions is a relevant fieldof research in the context of education for sustainable development. Higher educationinstitutions face the following challenge: it is very important for the Doctoral studentsto develop the skills of the researcherduring their studies; however, the competencies ofthe teacher are crucial in order to become part of the higher education institution. Thus,sustainable development of teacherís professional identity of Doctoral students plays ameaningful role in retaining gifted young scientists at higher education institutions. Thearticle analyzes the psychological, social and academic environmental factors that areimportant for identification of the teacherís professional role during Doctoral studies.The sample of the study consisted of 494 Doctoral students from 22 higher educationinstitutions in Lithuania. The study was conducted using Teachersí Professional RoleIdentity Scale, Big Five Inventory, Social Support Questionnaire and two scales compiledto measure academic environmental factors. The results revealed that Doctoral studentsíexternal thinking style, personality traits of extraversion and conscientiousness, perceivedsupport of family and friends, material conditions for internships and conferences andother academic environment factors are significant for Doctoral studentsí identificationwith the teacherís professional role. These results have practical application for Doctoralstudentsí satisfaction with studies, productivity and career management. This is importantfor the seeking sustainable development goals of higher education. Key words: doctoral student, PhD studies, professional identity, teaching, teacher role. [From the publication]

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