A Systematic Review of Literature of Pre-service and In-service Language Teachers’ Identity Construction Process from 2010 to 2022

Abstract

This systematic review of the literature summarizes the studies conducted on teacher identities through the lens of a variety of concepts. The aim of this paper is to present how language teacher identity is discussed within the concepts, and what literature has to offer in terms of the developmental process of identity construction. A qualitative synthesis of 35 studies was carried out to be able to better understand the psychological and sociological aspects that are discussed to contribute to teacher identity. While many notable studies were conducted on novice and experienced teachers, the literature lacks empirical data on pre-service teacher identity formation (Yazan, 2017). The findings of this systematic review of articles about teacher identity formation of pre-service and in-service teachers from 2010 to 2022 highlight the crucial aspects feeding into teacher identity. Three prominent factors were observed according to the analysis: contextual factors, individual characteristics, and instructional factors. The studies emphasize the crucial role teacher education programs play in shaping the understanding of future images.

Keywords

• Teacher education
• Teacher identity
• Teacher psychology

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