Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects

Feser, Markus Sebastian; Haak, Inka

doi:10.1080/03057267.2022.2108644

Cited by 15 publications

(8 citation statements)

References 57 publications

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“…In review studies, researchers' methods to select a defined set of digital sources are differentiated. While some studies stick to the Social Sciences Citation Index (SSCI) indexed journals only (Atman Uslu et al, 2022), others expanded their horizon and inspected more than one database to cover a more comprehensive library (Feser & Haak, 2022). In this current study, we carried out a systematic search in major research platforms (Education Resources Information Center (ERIC), ProQuest, and Web of Science (WOS)) to access a broad range of primary and secondary resources, including books, conference proceedings, research articles, and other informative documents.…”

Section: Methodsmentioning

confidence: 99%

Web tools as e-icebreakers in online education

Sat

İLHAN>

Yükseltürk

2022

Journal of Educational Technology and Online Learning

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The outbreak of Covid-19 has pushed almost all education-based institutions to migrate their available face-to-face teaching to online teaching. However, online education has posed challenges, especially for learners who are quiet and shy to speak and feeling hard to engage in the course content. At this point, turning Web 2.0 tools into icebreaker activities and incorporating them into online courses could help these students get motivated and develop active participation skills. This study took a selective and theoretical look into the literature about exploring potential Web 2.0 tools and prescribing how to use these tools as e icebreakers in hybrid or online courses. The findings highlighted many Web 2.0 tools and described how to utilize them in online learning platforms as e icebreakers. Suggestions about how to design Web 2.0 tool-involved e icebreakers are provided. The study has important implications for instructors striving to keep learners engaged in online or hybrid courses.

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Section: Methodsmentioning

confidence: 99%

Web tools as e-icebreakers in online education

Sat

İLHAN>

Yükseltürk

2022

Journal of Educational Technology and Online Learning

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“…Within educational research, sense of belonging to science is often considered as a suitable proxy for specific aspects of the broader and very multifaceted construct of (science) teachers' professional identity (for details see Feser & Haak, 2022). Analogously, this applies to (science) teachers' interest in science and their sciencerelated self-concept.…”

Section: Introductionmentioning

confidence: 99%

Exploring the validity of a single-item instrument for assessing pre-service primary school teachers’ sense of belonging to science

Feser¹,

Plötz²

2023

Preprint

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Current research indicates that pre-service primary school teachers’ sense of belonging to science is decisively related to their professionalization in teaching science. Nevertheless, because only very few studies have examined pre-service teachers’ sense of belonging to science so far, further research in this regard seems both reasonable and necessary. To this end, there is a need for instruments enabling a valid assessment of pre-service primary school teachers’ sense of belonging to science. However, existing sense-of-belonging-to-science instruments require a comparatively long time on task due to their significant number of items. Consequently, the applicability of these instruments within research is limited because surveys in educational contexts must often be brief and highly economical. The research we present in this paper aims to tackle this issue by examining on an exploratory level, whether and to what extent pre-service primary school teachers’ sense of belonging to science can be validly assessed using a single-item instrument. In doing so we report qualitative, as well as quantitative, findings that provide cogent evidence regarding the validity of our instrument. The implications of the present study for future research are outlined at the end of this paper.

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“…A review examining the professional identity of teachers (Beijaard et al, 2004) pointed to the lack of consistency in the definition of teachers' identity or the total absence of a definition in several studies, in particular, as regards the connection between “self‐identity” and “professional identity.” Beijaard et al (2004) viewed identity as a dynamic construct and concluded that it is a multifaceted construct, which can be regarded as a collection of subidentities that are affected by the individual and the context. A recent meta‐review of the literature highlighted different frameworks to conceptualize teachers' identity, which were defined as: (1) personal, (2) social, (3) positional, and (4) narrative identity, each of which focuses on a different facet of identity (Feser & Haak, 2023). The Sfard and Prusak (2005) narrative identity framework defines identity as “collections of stories about persons or, more specifically, as those narratives about individuals that are reifying, endorsable, and significant” (p. 16).…”

Section: Introductionmentioning

confidence: 99%

“…Thus, identity can be operationalized as two sets of narratives: those told by individuals about themselves, and those told by significant others about them. The personal identity framework, as well as the social identity framework “can be conceptualized within the theoretical framework of narrative identity” (Feser & Haak, 2023, p. 291).…”

Section: Introductionmentioning

confidence: 99%

The reification of identity narratives in teacher–student discourse during an inquiry project

Garah,

Kapon

2023

Science Education

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We present a year‐long case study that documents the interactions between a teacher–research–mentor (TRM) and two 11th grade students working in their school laboratory on an extended inquiry project that is part of reformed mandatory requirements for advanced‐level matriculation in physics. Both the students (females) and the TRM (male) are Arab citizens of Israel, and the school is a public Arab school in Israel. Data were collected through videotaped participant observation of authentic working sessions and interviews with the TRM and the students. The analysis combines an ethnographic account with discourse analysis informed by a sociolinguistic approach that aims to answer the following research questions: (1) how are a teacher's identity‐narratives reified in teacher–student discourse in authentic sessions of mentoring students' inquiry? (2) how do they shape students' learning? and (3) how do they emerge from social–historical contexts? The findings problematize the challenges involved in engaging students from nondominant communities in science, technology, engineering, and mathematics learning. The analysis articulates the complexity of this challenge by showing how teachers' identity narratives shape the social construction of student–teacher discourse, generate tensions that undermine successful implementations of reformed learning experiences, and how this vicious cycle is profoundly influenced by the embedding social and historical contexts. The implications for research and practice are discussed.

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Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects

Cited by 15 publications

References 57 publications

Web tools as e-icebreakers in online education

Web tools as e-icebreakers in online education

Exploring the validity of a single-item instrument for assessing pre-service primary school teachers’ sense of belonging to science

The reification of identity narratives in teacher–student discourse during an inquiry project

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