From role tension to resilience: Unveiling role identity of award-winning teachers in problem- and project-based learning facilitation

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. • Award-winning teachers' PBL role identity evolves through dynamic personal and socio-cultural factors. • Role identity encompasses self-perceptions, beliefs, goals, actions, emotions, and context. • Award-winning teachers experience multiple role tensions while facilitating PBL. • They took emotional, motivational, professional, and social resilience to handle tensions. • Disciplinary and gender differences are minimal among the teacher awardees.