Abstract
This chapter reviews 42 articles and two books on teacher identity published during the last 13 years in order to explore methodological and pedagogical trends as well as highlight key themes and gaps. First, the chapter defines teacher identity. Next, it reviews the recent research in terms of four loose findings: (1) Teacher identity remains a predominantly individualistic concept that centralizes a dynamic holism among past and present influences on a teacher – albeit with increasing attention to community and context. (2) Teacher identity has gone global. (3) Teacher identity is increasingly being employed to deepen approaches to teacher learning and teacher education. And (4) methodological choices in study designs affected the ways teacher identity is understood, employed, and studied. Along the way, the chapter discusses such teacher identity themes as its ability to address neoliberal contexts of education; its reliance on traditional psychology; its potential to centralize race, gender, and power; its use of quantitative and mixed-method approaches; and its potential to deepen future teacher learning. As a whole, this chapter seeks to characterize the current state of the field and offer commentary for advancing teacher identity in the future.
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Olsen, B., Buchanan, R., Hewko, C. (2023). Recent Trends in Teacher Identity Research and Pedagogy. In: Menter, I. (eds) The Palgrave Handbook of Teacher Education Research . Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-16193-3_80
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