From researcher to teacher: a case study of educational action research’s impact on teacher identity of early-career STEM faculty

Purpose This study examines the impact of educational action research (EAR) practice on the development of teacher identity (TI) of early-career STEM faculty, highlighting EAR’s role in fostering pedagogical content knowledge (PCK) to counterbalance STEM faculty’s tendency to overemphasize researcher identity in teaching. Design/methodology/approach A qualitative narrative inquiry approach involves semi-structured interviews with eight early-career STEM faculty participants engaged in institution-based EAR projects at a Chinese transnational university. Findings Results demonstrate that EAR significantly enhances the development of early-career STEM faculty in PCK and TI. EAR creates opportunity for reflective self-dialogue and enables iterative integration of discipline-specific expertise with teaching strategies. Participants reported greater ownership of TI, which led to effectiveness in their teaching roles and reduced internal conflicts between the researcher and the teacher. Research limitations/implications Conducted at a single institution that provides robust institutional support for teaching, the study’s findings may have limited applicability in contexts that lack EAR support. Future research should examine EAR’s practices and impact in institutions with less emphasis on teaching and a greater focus on research. Practical implications Higher education institutions should provide structured EAR-based professional development to support early-career STEM faculty, enhancing their PCK to develop their TI. This is crucial for improving STEM teaching outcomes. Originality/value This study uniquely highlights EAR as a catalyst in the holistic formation of TI among early-career STEM faculty. EAR extends beyond general pedagogical knowledge to drive out the value of PCK in context-specific, reflective and adaptive teaching practices.