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

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2022-08-11 DOI:10.1080/03057267.2022.2108644

Markus Sebastian Feser, Inka Haak

{"title":"Key features of teacher identity: a systematic meta-review study with special focus on teachers of science or science-related subjects","authors":"Markus Sebastian Feser, Inka Haak","doi":"10.1080/03057267.2022.2108644","DOIUrl":null,"url":null,"abstract":"ABSTRACT Since 2010, a remarkable number of literature reviews on teacher identity has been published. These literature reviews address a wide range of different foci, e.g., school teachers’ identity, higher education teachers’ identity, or the identity of teachers teaching a specific subject such as science. So far, these literature reviews have not been systematically compared for similarities and differences to gain a deeper understanding of what key features characterise teachers’ identities in general and what key features are specific for the identity of teachers teaching science or science-related subjects. To address this research gap, we conducted a meta-review of 24 literature reviews on teacher identity, which we identified in ERIC and the Web of Science databases. From the 24 reviews we extracted 30 key features of teacher identity. In addition, several of these key features are notably prevalent in literature reviews addressing the identity of teachers teaching science or science-related subjects, while others are less prevalent. Above all, these results strongly indicate that the identity of science teachers significantly differs from the identity of teachers of other subjects or of generalist teachers. Implications of this finding for future research in science education are outlined at the end of this paper.","PeriodicalId":49262,"journal":{"name":"Studies in Science Education","volume":null,"pages":null},"PeriodicalIF":4.7000,"publicationDate":"2022-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"6","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/03057267.2022.2108644","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 6

Abstract

ABSTRACT Since 2010, a remarkable number of literature reviews on teacher identity has been published. These literature reviews address a wide range of different foci, e.g., school teachers’ identity, higher education teachers’ identity, or the identity of teachers teaching a specific subject such as science. So far, these literature reviews have not been systematically compared for similarities and differences to gain a deeper understanding of what key features characterise teachers’ identities in general and what key features are specific for the identity of teachers teaching science or science-related subjects. To address this research gap, we conducted a meta-review of 24 literature reviews on teacher identity, which we identified in ERIC and the Web of Science databases. From the 24 reviews we extracted 30 key features of teacher identity. In addition, several of these key features are notably prevalent in literature reviews addressing the identity of teachers teaching science or science-related subjects, while others are less prevalent. Above all, these results strongly indicate that the identity of science teachers significantly differs from the identity of teachers of other subjects or of generalist teachers. Implications of this finding for future research in science education are outlined at the end of this paper.

查看原文本刊更多论文

教师认同的主要特征:一项系统的元回顾研究，特别关注科学或科学相关学科的教师

自2010年以来，关于教师身份认同的文献综述层出不穷。这些文献综述涉及广泛的不同焦点，例如，学校教师的身份，高等教育教师的身份，或教授特定学科(如科学)的教师的身份。到目前为止，这些文献综述还没有系统地比较它们的异同，以更深入地了解教师身份的主要特征是什么，以及教授科学或科学相关学科的教师身份的主要特征是什么。为了解决这一研究缺口，我们对ERIC和Web of Science数据库中关于教师身份认同的24篇文献综述进行了元综述。从24篇评论中，我们提取了教师身份认同的30个关键特征。此外，这些关键特征中有几个在文献综述中非常普遍，这些文献综述涉及教授科学或科学相关学科的教师的身份，而其他的则不那么普遍。最重要的是，这些结果强烈表明，科学教师的认同与其他学科教师或通才教师的认同有显著差异。本文最后概述了这一发现对未来科学教育研究的意义。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.