The Imposter in the Classroom: an Autoethnographic Exploration of Identity and Belonging in Teacher Education

Imposter syndrome, characterised by persistent self-doubt and feelings of inauthenticity, is common in the field of education, particularly during periods of professional transition. This autoethnographic study explores its impact on the move from primary school teaching to a lecturing role in Initial Teacher Education (ITE). Drawing on four years of reflective journaling, the paper examines how identity, legitimacy, and belonging were negotiated in this transition, and how imposter syndrome shaped perceptions of competence and professional authority. Findings illustrate that while moments of confidence emerged, they were frequently undermined by anticipatory anxiety and self-questioning, revealing imposter syndrome as a personally disruptive phenomenon. However, the study also demonstrates how resilience can be fostered through intentional reflection, narrative reframing, and support from trusted mentors and colleagues. By situating an individual account within the broader context of teacher education, the study highlights the importance of acknowledging imposter syndrome as a common professional experience. It argues for the need to embed reflective practice, mentorship, and supportive institutional cultures within ITE, ensuring that teacher educators can navigate transitions with greater confidence and authenticity.