There is a considerable repertoire of knowledge/literature available on school teachers' identities and identity formation. However, we hardly know how the university teachers take up their identities. Therefore, in a small scale study, a colleague of mine, and I are aiming to explore how university teachers see their identities.
I would recommend that you refer to the state of research about school teachers you mentioned in your question and see how you can transfer these insights to build a theoretical framework for your research on university teachers. I would also draw on more general theories about occupational identities to inform the research.
Day, Harrison, and Halpin (2009) articulate five variables that frame individual differences in leader development (i.e., self-regulatory strength, goal orientation, self-efficacy, self-awareness, and implementation intentions): teachers are leaders, whether this is recognized or not by conventional (and likely outdated) definitions, and so Day, Harrison, and Halpin (2009) should be relevant to a study of school teacher identity and its formation.
Article Identity Processes in Leader Development
For a rather field-specific illustration, see:
Article On what it takes to be a good geographer
For a broader, and less-immediately obvious framing, see:
Article Introduction: Learning as a Geographical Process
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