Abstract
This study aims to demonstrate a detailed knowledge map of teacher identity research via a 20-year data set from the Web of Science (WoS) database. A bibliometric analysis was employed for analyzing the articles published between 2001 and 2021 to show the status of teacher identity research in the past 20 years, research topics on teacher identity, and future research directions. Using the keyword “teacher identity” and filtering data by selecting articles and early access in teaching and education, 848 articles were retrieved. Through production, content, and citation analysis with the help of a bibliometric tool, this study found that teacher identity remained a popular research theme in the academic field over the past 20 years, and its booming production involved many authors, institutions, and sources, and countries. Furthermore, teachers’ “beliefs,” “emotions,” “professional development,” and “context” impacting the construction and reconstruction of teacher identity were the popular topics in teacher identity research, and fundamental issues, including “identity,” “teacher identity,” “professional identity,” “development,” “teacher development,” “beliefs,” and “intersectionality” of teacher identity keep good topics in future research.
Highlights
The following questions were designed to plan the review of teacher identity articles in the Web of Science (WoS) database: (1) What was the research status of teacher identity research in the past 20 years? (2) What were the research topics on teacher identity research in the past 20 years? (3) What are the future research directions in teacher identity research? This study offered productivity, citation, and content analysis to answer these questions, such as the number of documents published and citations, co-occurrence of keywords, most relevant sources, authors and institutions, collaboration network, word cloud, and trend topics
We selected the articles and early access stored in the Sciences Citations Index (SSCI) and arts & humanities citation index (AHCI) to analyze research questions
The two article files were compressed for employing bibliometric tools
Summary
Teacher Identity ResearchThe teacher identity has played an essential role in education research and teacher education (Lopes and Pereira, 2012; Jupp and Lensmire, 2016) because the construction of teacher identity is related to the teacher’s professional development, impacting their teaching practices and attitudes (Pennington, 2014; Schutz et al, 2018). The factors and the context influencing the construction of teacher identity enlighten the teacher education program and school managers to enhance program quality and management. Just as Beijaard et al (2004) argued that teacher education programs could be improved by gaining a complete understanding of identity generally and teacher identity in particular. We could better design our teacher education programs through learning about teacher identity from the literature. There is no doubt that academic publications on the development of teacher identity have been booming over the past 20 years, and they contribute to the development of various aspects of teacher identity research. In terms of teacher identity research, there are increasingly more
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