Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature

IF 4.7 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
E. Rushton, M. Reiss
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引用次数: 22

Abstract

ABSTRACT Studies which consider science teacher identity continue to be a focus for education researchers, particularly given the persistent challenges to retain specialist science teachers. The proliferation of research in this area, without a unifying theoretical framework, has meant the literature is diverse, methodologies are varied, and coverage is patchy. This review article considers to what extent and in which ways the social identity approach (SIA) might provide a useful lens through which to consider middle and/or high school science teacher identity. In doing so, we synthesise the findings from 79 empirical and theoretical publications on science teacher identity in middle and/or high school settings, published since 2000. This review highlights the important role that shared identity and group membership play in developing and sustaining positive identities. We argue that the SIA provides education researchers with a greater understanding of how and why some middle and/or high school science teachers are able to form positive professional identities, whilst others are not. This understanding of both the importance of group membership in the social construction of identities and the processes through which memberships form could helpfully inform teacher education and professional development programmes.
社会认同视角下的初高中科学教师认同研究:文献综述
摘要考虑科学教师身份的研究仍然是教育研究人员关注的焦点,特别是考虑到留住专业科学教师的持续挑战。这一领域的研究激增,没有统一的理论框架,这意味着文献多样,方法多样,覆盖范围参差不齐。这篇综述文章考虑了社会认同方法(SIA)在多大程度上以及以何种方式可以提供一个有用的视角来考虑中学和/或高中科学教师的身份。在这样做的过程中,我们综合了自2000年以来发表的79篇关于中学和/或高中环境中科学教师身份的实证和理论出版物的研究结果。这篇综述强调了共同身份和群体成员在发展和维持积极身份方面发挥的重要作用。我们认为,SIA让教育研究人员更好地了解一些中学和/或高中科学教师如何以及为什么能够形成积极的职业身份,而另一些则不然。这种对群体成员身份在身份社会建构中的重要性以及成员身份形成过程的理解,有助于为教师教育和专业发展计划提供信息。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Studies in Science Education
Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
15.30
自引率
2.00%
发文量
7
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.
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