Academic Centrehttps://doi.org/10.22364/htqe.2024.11 | 141-155 | PDF
Current Perspectives on Teacher Professional Identity Research: a Systematic Review
Simona Semjonova
University of Latvia, Latvia
Abstract
This systematic review explores recent trends in teacher professional identity (TPI) research and compares them with the findings from Beijaard et al.’s (2004) literature review on TPI studies. The conceptualization of TPI, as well as the purpose of studies done by different scholars is explored in the review. Taylor & Francis, Sage, and Emerald databases chosen to select relevant empirical work focusing on general education pre-service, in-service, and student teachers. Literature reviews and studies pertaining to higher education and early childhood education teachers were excluded. Thus, 66 articles were analyzed in this review.
The findings reveal that authors define and conceptualize TPI variously, some focusing on what TPI is, while others on the aspects that TPI includes, or the process of developing or constructing TPI. The definitions highlight different aspects of TPI depending on the focus of the respective study. There seems to be an agreement that TPI is fluid and constructed throughout one’s career, it is contextual, it encompasses sub-identities, and it is connected with agency. In the review, the author proposes another lens for analyzing TPI – intersectionality.
From the analysis of the studies’ aims, five themes emerged: (1) PI construction; (2) identity tensions; (3) influential factors; (4) PI development strategy; (5) theory development. Compared to the 2004 review, it was concluded that contextual factors are more widely studied in TPI research nowadays.
This review highlights the definitions and themes in current TPI research. As a result, it serves as a reference point for future research, offering insights into the evolving landscape of teacher professional identity research.
Keywords: general education teachers, professional tensions, student teachers, systematic review, teacher professional identity, teacher education.
Author Note
Simona Semjonova is a doctoral student and lecturer in the Faculty of Education Sciences and Psychology of the University of Latvia.
In: Human, Technologies and Quality of Education, 2024. Proceedings of Scientific Papers = Cilvēks, tehnoloģijas un izglītības kvalitāte, 2024. Rakstu krājums. Ed. L. Daniela. Riga: University of Latvia, 2024. 564 p.
ISBN 978-9934-36-301-6
https://doi.org/10.22364/htqe.2024