Science teacher identity research: a scoping literature review

Abstract

Science teacher identity significantly influences teacher professional development, practices, and attitudes, which in turn impacts student learning outcomes. With an increased number of studies on science teacher identity over the past two decades, there is a need for a scoping literature review that holistically maps the current state of science teacher identity research and identifies future research directions. This scoping literature review identified 48 empirical articles on science teacher identity, published from 2000 to 2023, in peer-reviewed journals and examined the studies’ (a) characteristics; (b) theoretical frameworks on identity; (c) definitions of science teacher identity; and (d) major findings. Specifically, there is a need for precise conceptualizations and definitions of science teacher identity; this clarity will facilitate valid, reliable, and fair instruments to capture the relatively stable facets of science teacher identity at a given moment in a given context in order to longitudinally track science teacher identity development. This scoping review identifies both progress and gaps in the current literature and future directions for synergistic, cross-cultural international research on science teacher identity.

Supporting the Teacher Identity of Pre-Service Science Teachers through Working at a Non-Formal STEM Learning Laboratory

“…A teacher's professional identity is a complex, dynamic, and overarching concept, which consists of sub-identities that define the individual as a teacher [1]. It encompasses a range of educational beliefs, attitudes, and values and a sense of agency and self-awareness [1][2][3]8], and is evolving in an ongoing process where educational contexts, personal conceptions and behavior, and relationships within the professional community interact and influence each other [1][2][3].…”

“…Beside the personal, teacher identity is influenced by socially and culturally prescribed professional characteristics, educational contexts, and attitudes [1,8]. STEM education, as stated in many educational policies and curricula, requires teachers to have multidisciplinary knowledge across the STEM disciplines and new context-and inquiry-based pedagogical practices, which help facilitate student-centered, collaborative, and integrated STEM learning experiences with their pupils [6,16,29].…”

“…Several theoretical frameworks and pedagogic approaches that regard learning as a social and constructive process support incorporating practicums or internships into teacher education programs, as they offer authentic experiences and place pre-service teachers within professional communities. For instance, situated learning theory [7] emphasizes that individuals gain expertise and form identities as they actively engage in the sociocultural practices of a community [7][8][9]. Similarly, work-integrated learning, which involves students, educational institutions, and external partners, provides versatile, authentic experiences that integrate theory and practice within the curriculum [10].…”

“…This can enhance career readiness, transferable skills, resilience, and self-efficacy among pre-service teachers [11,12]. However, teacher identity is dynamic and multidimensional and can vary depending on the educational moment and context [1,4,8]. Consequently, a teacher might perceive themselves differently when teaching chemistry compared to teaching STEM education.…”

“…Consequently, a teacher might perceive themselves differently when teaching chemistry compared to teaching STEM education. The research on teacher identity formation within the context of STEM education remains inconclusive [8]. Moreover, practicums are typically organized in formal school settings.…”