Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Abstract

This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implicationsRationale for this studyIn the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.Why the new findings matterThe findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Implications for educational researchers and educatorsFirstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

Bibliometric Review of Teacher Professional Identity Scholarship Over Two Decades

“…With regard to subject discipline, the names and scopes of top journals reveal that TPI has gained momentum in science and language education, which confirms Rushton et al's (2023) finding that science teacher identity literature is growing rapidly in the past decade. Keyword analysis further illustrates that math and physical education are also gaining scholarly interest.…”

Examining the Relevance of Ethnographic Practices in Researching Teacher Identity in Preservice Teacher Education

“…Findings from a recent systematic review of a substantial body of literature concerning teacher identity conducted by Rushton et al (2023) highlighted the importance of identity research in illuminating the professional lives and practice of teachers, providing opportunities for teachers and teacher educators to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice. The adoption of an ethnographic approach to teacher identity research has the potential to further such knowledge at a pivotal time for teacher education.…”

‘It’s much harder to be in a brave professional space’: shifting identities and discourses for educators pursuing further study and development

“…This is something that professional learning, and the leadership of professional learning, needs to take note of. Bridges linking teacher identity research with policy are lacking (Rushton et al, 2023), whereas teacher motivation to engage in professional learning is a heavily studied topic (a phrase found in over 800 journal article titles since 2020), spurred on by sense of demotivation and burnout in many education systems around the world.…”