Factors Influencing the Formation of Teacher Professional Identity in Technology Integration

Abstract

The roles of teachers in the classroom include ensuring that learning objectives are met when teaching and learning activities are implemented. Technology allows teachers to achieve their teaching goals, as well as support and enable students to engage in any teacher-planned activity actively. Many studies have identified factors that influence teachers to integrate technology into the classroom. Therefore, this study reviewed the literature on factors that influence the formation of teacher professional identity in integrating technology into teaching and learning. Several databases were searched to find relevant, accessible literature published between 2016 and 2019. The study found that internal and external factors, specifically, individual, technology and environmental factors, do influence the formation of teacher professional identity. This study also discusses the challenges faced by teachers in using technology in the classroom. It is hoped that this study will help researchers understand the factors that influence the formation of professional identity and the challenges encountered by teachers. These factors must be identified to ensure that technology integration can be effectively implemented for students in pursuing education in the 21st century.

Identity Matters: Validation of the Professional Identification Scale in a Sample of Teachers in South Africa During the COVID-19 Pandemic

“…Several scholars (e.g., Beijaard et al, 2004;Karaolis & Philippou, 2019) have acknowledged that professional identity is neither stable nor fixed. It is also ever evolving and can therefore be impacted by contextual, cultural, and environmental factors (Rosdi et al, 2020).…”