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From role tension to resilience: Unveiling role identity of award-winning teachers in problem- and project-based learning facilitation
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DOI：10.1016/j.tate.2026.105440.png)
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Abstract
En 中文
Award-winning teachers are viewed as exemplars of effective practice, yet little is known about how they internally negotiate their role identities, manage role tensions and remain resilience. This study addresses it by exploring university teacher awardees' perceptions of problem-and project-based learning (PBL) facilitation. Using Dynamic Systems Model of Role Identity (DSMRI), role identity is conceptualized as a complex, dynamic system shaped by interrelated internal and external elements. Semi-structured in-depth interviews with 33 award-winning teachers at Aalborg University, Denmark reveal that participants define multiple co-existing roles, including navigator, scaffolder, reflective motivator and co-creator of student learning. They hold diverse beliefs and articulate distinct goals. Misalignment among these domains produced role tensions including undervaluation of facilitation, limited institutional support, growing administrative demands, and passive student engagement. Facilitators responded with motivational, professional, emotional, and social resilience. The study highlights the need for ongoing professional development and a collaborative institutional culture that values facilitation alongside research.
Keywords:
Facilitation
Problem-and project-based learning (PBL)
Role identity
Award-winning teachers
Role tension
Resilience
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