Data from: From student to educator: How faculty experiences as students relate to STEM teaching and professional identity in higher education

The current study used encouragement as a form of teaching practice to explore faculty perspectives on receiving encouragement as students and how it may relate to dimensions of their professional identity. Results suggest that STEM faculty perceive the importance of their role as teachers and that encouragement aligns with two dimensions of their self- and student-related professional identity. Higher education institution leaders may use the findings to redesign faculty training programs and professional development to increase the use of research-based teaching practices.本研究以教学鼓励作为一种教学实践形式，探究高校教师以学生身份接受鼓励的视角，以及该视角与其职业认同维度之间的关联。研究结果显示，STEM（科学、技术、工程与数学）领域的高校教师能够清晰认知自身作为教育者的角色重要性，且教学鼓励行为与他们两类涉及自我与学生的职业认同维度相契合。高等教育机构管理者可依托本研究结果，重新设计教师培训项目与职业发展方案，以推广基于研究的教学实践的应用。