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

Yıl 2023, Cilt: 20 Sayı: 1, 98 - 112, 30.06.2023

Tuğçe Bilgi

Öz

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.

Anahtar Kelimeler

Teacher education, Teacher identity, Teacher psychology

Kaynakça

• Akkerman, S. F., and Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and teacher education, 27(2): 308-319.
• Asadolahi, S., and Nushi, M. (2021). An autobiographical narrative inquiry of academic identity construction of PhD candidates through L2 authorship development. Heliyon, 7(2).
• Banegas, D. L., and Gerlach, D. (2021). Critical language teacher education: A duoethnography of teacher educators’ identities and agency. System, 98, 102474.
• Bearman, M., Smith, C. D., Carbone, A., Slade, S., Baik, C., Hughes-Warrington, M., and Neumann, D. L. (2012). Systematic review methodology in higher education. Higher Education Research & Development, 31(5): 625-640.
• Bowen, N. E. J. A., Satienchayakorn, N., Teedaaksornsakul, M., and Thomas, N. (2021). Legitimising teacher identity: Investment and agency from an ecological perspective. Teaching and Teacher Education, 108, 103519.
• Bukor, E. (2015). Exploring teacher identity from a holistic perspective: Reconstructing and reconnecting personal and professional selves. Teachers and teaching, 21(3): 305-327.
• Cox, H. & Wood, J. (1980). Organizational structure and professional alienation: The case of public school teachers. Peabody Journal of Education, 58(1): 1-6. https://doi.org/10.1080/01619568009538304
• Cross, R. (2018). The ‘subject’ of Freeman & Johnson's reconceived knowledge base of second language teacher education. Language Teaching Research, 1-12. https://doi.org/10.1177/1362168818777521.
• de Laurentiis Brandão, A. C. (2021). First experiences of teaching EFL in metaphors. Teaching and Teacher Education, 97, 103214.
• Donaghue, H. (2018). Relational work and identity negotiation in critical post observation teacher feedback. Journal of Pragmatics, 135: 101-116.
• Edwards, E., and Burns, A. (2016). Language teacher-researcher identity negotiation: An ecological perspective. Tesol Quarterly, 50(3): 735-745. https://doi.org/10.1002/tesq.313.
• Farrell, T. S. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1): 54-62.
• Freeman, D. (2002). The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching, 35(1): 1-13.
• Harman, R. M., and Zhang, X. (2015). Performance, performativity and second language identities: How can we know the actor from the act?. Linguistics and Education, 32: 68-81.
• Hayik, R., and Weiner-Levy, N. (2019). Prospective Arab teachers’ emotions as mirrors to their identities and culture. Teaching and Teacher Education, 85: 36-44.
• Higgins, E. T. (1987). Self-discrepancy: a theory relating self and affect. Psychological review, 94(3): 319.
• Hiver, P., and Whitehead, G. E. (2018). Sites of struggle: Classroom practice and the complex dynamic entanglement of language teacher agency and identity. System, 79(1): 70-80.
• Horasan-Doğan, S., and Cephe, P. T. (2020). The effects of creative drama on student teachers’ creative pedagogy and identity. Thinking Skills and Creativity, 38, 100736.
• Hussain, M. S., Abbasi, M. M. H., Awan, M. A., and Farid, A. (2012). Teachers Identity in the Modern World, and the Factors which Shape them up Professionally and Psychologically. Journal of Language Teaching and Research, 3(1): 93.
• Karimi, M. N., and Mofidi, M. (2019). L2 teacher identity development: An activity theoretic perspective. System, 81: 122-134.
• Kumaravadivelu, B. (2012). Language teacher education for a global society: A modular model for knowing, analyzing, recognizing, doing, and seeing. Routledge.
• Kumazawa, M. (2013). Gaps too large: Four novice EFL teachers' self-concept and motivation. Teaching and Teacher Education, 33: 45-55.
• Larsen-Freeman, D. (2011). A complexity theory approach to second language development/acquisition. In Alternative approaches to second language acquisition, 60-84. Routledge.
• Lee, I. (2013). Becoming a writing teacher: Using “identity” as an analytic lens to understand EFL writing teachers’ development. Journal of Second Language Writing, 22(3): 330-345.
• Liu, H., and Sammons, P. (2021). Teaching in the shadow: Explorations of teachers' professional identities in private tutoring institutions in China. International Journal of Educational Research Open, 2, 100071.
• Liu, Y., and Xu, Y. (2011). Inclusion or exclusion?: A narrative inquiry of a language teacher's identity experience in the 'new work order' of competing pedagogies. Teaching and Teacher Education, 27(3): 589-597.
• Mahoney, J. (2015) Process tracing and historical explanation. Security Studies 24: 200–218.https://doi.org/10.1080/09636412.2015.1036610
• Mansouri, B., Molana, K., and Nazari, M. (2021). The interconnection between second language teachers’ language assessment literacy and professional agency: The mediating role of institutional policies. System, 103, 102674.
• Markus, H., and Nurius, P. (1986). Possible selves. American psychologist, 41(9): 954.
• Markus, H., and Nurius, P. (1987). Possible selves: The interface between motivation and the self-concept.
• Masoumpanah, Z., and Zarei, G. R. (2014). EIL, Iranian teachers’ professional identity and perception of professional competence. Procedia-Social and Behavioral Sciences, 98: 1100-1109.
• Mercer, S. (2012). Self-concept: Situating the self. In Psychology for language learning, 10-25. Palgrave Macmillan.
• Morrison, C. M. (2013). Teacher identity in the early career phase: Trajectories that explain and influence development. Australian Journal of Teacher Education (Online), 38(4): 91-107.
• Nazari, M., and Karimpour, S. (2022). The role of emotion labor in English language teacher identity construction: An activity theory perspective. System, 107, 102811.
• Nguyen, C. D. (2016). Metaphors as a window into identity: A study of teachers of English to young learners in Vietnam. System, 60: 66-78.
• Palmer, P. J. (2017). The courage to teach: Exploring the inner landscape of a teacher's life. John Wiley & Sons.
• Raman, Y., and Çavuşoğlu, Ç. (2019). I want to shout “like a man”: Gendered discourses among EFL teachers. System, 82: 74-82.
• Richardson, P. W., and Watt, H. M. (2018). Teacher professional identity and career motivation: A lifespan perspective. In Research on teacher identity, 37-48. Springer, Cham.
• Rodriguez, T. L., and Cho, H. S. (2011). Eliciting critical literacy narratives of bi/multilingual teacher candidates across US teacher education contexts. Teaching and Teacher Education, 27(3): 496-504.
• Ruohotie-Lyhty, M. (2013). Struggling for a professional identity: Two newly qualified language teachers' identity narratives during the first years at work. Teaching and teacher education, 30: 120-129.
• Ruohotie-Lyhty, M., Aragão, R. C., and Pitkänen-Huhta, A. (2021). Language teacher identities as socio-politically situated construction: Finnish and Brazilian student teachers’ visualisations of their professional futures. Teaching and Teacher Education, 100, 103270.
• Ryan, S., and Irie, K. (2014). Imagined and possible selves: Stories we tell ourselves about ourselves. Multiple perspectives on the self in SLA, 109-126.
• Sachs, J. (2005). Development of Professional Identity: Learning to be. Connecting policy and practice: Challenges for teaching and learning in schools and universities, 1.
• Sfard, A., and Prusak, A. (2005). Identity That Makes a Difference: Substantial Learning as Closing the Gap between Actual and Designated Identities. International Group for the Psychology of Mathematics Education, 1: 37-52.
• Shahri, M. N. N. (2018). The development of teacher identity, emotions and practice: Before and after graduation from an MA TESOL program. System, 78: 91-103.
• Siddaway, A. P., Wood, A. M., and Hedges, L. V. (2019). How to do a systematic review: a best practice guide for conducting and reporting narrative reviews, meta-analyses, and meta-syntheses. Annual review of psychology, 70: 747-770.
• Steadman, A., Kayi-Aydar, H., and Vogel, S. M. (2018). From college composition to ESL: Negotiating professional identities, new understandings, and conflicting pedagogies. System, 76: 38-48.
• Stickler, U. (2021). Investigating language teachers’ ideals in images and interviews. System, 97: 102424.
• Thomas, J., and Harden, A. (2008). Methods for the thematic synthesis of qualitative research in systematic reviews. BMC medical research methodology, 8(1): 1-10.
• Trent, J. (2010). From rigid dichotomy to measured contingency. Hong Kong preservice teachers' discursive construction of identity. Teaching and Teacher Education, 26(4): 906-913.
• Tsang, K. K. (2016). Teacher alienation in Hong Kong. Discourse: Studies in the Cultural Politics of Education, 39(3): 335-346. https://doi.org/10.1080/01596306.2016.1261084
• Vallente, J. P. C. (2020). Framing pre-service English language teachers’ identity formation within the theory of alignment as mode of belonging in community of practice. Teaching and Teacher Education, 96, 103177.
• Van Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., and Beishuizen, J. (2017). Developing a teacher identity in the university context: A systematic review of the literature. Higher Education Research & Development, 36(2): 325-342.
• Varghese, M., Morgan, B., Johnston, B., and Johnston, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity and Education, 4(1): 21-44. https://doi.org/10.1207/s15327701jlie0401_2.
• Villegas, D. F. M., Varona, W. H., and Sanchez, A. G. (2020). Student teachers’ identity construction: A socially-constructed narrative in a second language teacher education program. Teaching and Teacher Education, 91, 103055.
• Yang, S., Shu, D., and Yin, H. (2021). ‘frustration drives me to grow’: Unraveling efl teachers' emotional trajectory interacting with identity development. Teaching and Teacher Education, 105, 103420.
• Yazan, B. (2017). “It just made me look at language in a different way:” ESOL teacher candidates’ identity negotiation through teacher education coursework. Linguistics and Education, 40: 38-49. https://doi.org/10.1016/j.linged.2017.06.002
• Yesilbursa, A. (2012). Using metaphor to explore the professional role identities of higher education English language instructors. Procedia-Social and Behavioral Sciences, 46: 468-472.
• Yuan, E. R. (2016). The dark side of mentoring on pre-service language teachers' identity formation. Teaching and Teacher Education, 55: 188-197.
• Zembylas, M. (2003). Emotions and teacher identity: A poststructural perspective. Teachers and Teaching, 9(3): 213-23.