Abstract
Teacher identity is one of the key factors influencing the form and quality of educational processes. The aim of our literature review is an analysis of research on teachers' narrative identity in primary and secondary education. We used the Web of Science database and selected studies from 2010–2020 in English. The analysis shows that the area of teacher identity can be viewed from the points of personal and professional identity and their interplay. The data about teacher identity were collected mostly as narratives showing teachers' experience of their profession and their selves. Professional identity is investigated in terms of diversity in classroom discourse, curriculum, and professional development. Research on a teachers' personal identity focuses primarily on gender, parenting, sexual orientation, ethnicity, culture, political orientation, and national identity. The study illustrates an interplay of professional and personal identity.
Highlights
Teacher identity is one of the key factors influencing the form and quality of educational processes
The interplay of personal and professional teachers’ narrative identity. This issue of Studia Paedagogica covers the question of the identity construction of teachers
Our research question was: Which factors influence the identity of teachers in published narrative research from 2010 to 2020? What do stories of teachers tell us about their identity construction?
Summary
With respect to narrative studies, we focus on identity as a social construct; this approach has taken a number of different routes (cf. de Finna, 2003). Current research focuses on aspects of teacher identity constructed in their narratives such as gender or subject matter. A total of 558 studies from a direct search on the given keywords narrative research AND identity AND teachers were found, and another 174 studies were found with the keywords teacher identity AND narrative From these studies, 470 studies were excluded after the title and abstract were examined. In terms of research methods, the keyword “interview” was found in 62 abstracts The aims of these studies were mostly to explore how teachers negotiate their identity: explore professional identity development”; “negotiate identity”; “examine lived experiences’’, “provide insights into teachers journeys”; “investigate second/foreign language teachers’ translingual identity development”; “explore cultural knowledge and lived experience in pedagogical practice”; “describe memory and life story process engaged in by teachers”.
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