E. Rushton, Emma Rawlings Smith, S. Steadman, E. Towers
This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. In the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.The findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Firstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.
{"title":"Understanding teacher identity in teachers' professional lives: A systematic review of the literature","authors":"E. Rushton, Emma Rawlings Smith, S. Steadman, E. Towers","doi":"10.1002/rev3.3417","DOIUrl":"https://doi.org/10.1002/rev3.3417","url":null,"abstract":"This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice.\u0000In the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.The findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship.Firstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.\u0000","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"90 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76789780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"How efficiently are we using our understanding of the tacit dimension of teaching?","authors":"L. Enow","doi":"10.1002/rev3.3411","DOIUrl":"https://doi.org/10.1002/rev3.3411","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87892118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This mixed methods study examined the impact of grit and self‐efficacy and the factors of these constructs on the performance of at‐risk, developmental placement students, surveying 184 first‐year students before the midterm point of their first semester. Following the quantitative portion, six upperclassmen, who had started their careers in the developmental placement category, were interviewed. The research question explored was: How do grit and academic self‐efficacy relate as grade point average performance predictors for students in developmental placement categories with higher and lower levels of each factor? Findings uncovered a significant relationship between grit and performance, self‐efficacy and performance, grit and self‐efficacy and performance, and demographic information and performance. The discussion of these findings offers a roadmap for exploring the impact of non‐cognitive concepts on educational performance. Higher education placement and admissions are beginning to include noncognitive constructs that aid in the prediction of student success. While some previous self‐efficacy studies have been conducted on students identified as being at‐risk, there is limited research on understanding grit within similar student populations.With college admission less selective than it was in the past, universities have even less understanding of which students will be successful. This study determined that behaviours consistent with constructs of grit and self‐efficacy have an impact on student performance, particularly for those considered at‐risk. These findings may provide colleges and universities insight on how to identify, nurture and develop skills that contribute to student success as measured by grade point average.Outcomes and findings associated with this research will be of interest to many educational stakeholder and implications. Aside from the direct benefits for students, the administrators, curriculum committees and faculty in higher education will be able to use the findings of this study to better identify what skills are truly essential for student success. Developmental educators, in particular, may find the data useful in understanding how to help their students thrive.
{"title":"Using grit and self‐efficacy as performance predictors for at‐risk students in higher education","authors":"L. Faust, J. Rosendale","doi":"10.1002/rev3.3415","DOIUrl":"https://doi.org/10.1002/rev3.3415","url":null,"abstract":"This mixed methods study examined the impact of grit and self‐efficacy and the factors of these constructs on the performance of at‐risk, developmental placement students, surveying 184 first‐year students before the midterm point of their first semester. Following the quantitative portion, six upperclassmen, who had started their careers in the developmental placement category, were interviewed. The research question explored was: How do grit and academic self‐efficacy relate as grade point average performance predictors for students in developmental placement categories with higher and lower levels of each factor? Findings uncovered a significant relationship between grit and performance, self‐efficacy and performance, grit and self‐efficacy and performance, and demographic information and performance. The discussion of these findings offers a roadmap for exploring the impact of non‐cognitive concepts on educational performance.\u0000Higher education placement and admissions are beginning to include noncognitive constructs that aid in the prediction of student success. While some previous self‐efficacy studies have been conducted on students identified as being at‐risk, there is limited research on understanding grit within similar student populations.With college admission less selective than it was in the past, universities have even less understanding of which students will be successful. This study determined that behaviours consistent with constructs of grit and self‐efficacy have an impact on student performance, particularly for those considered at‐risk. These findings may provide colleges and universities insight on how to identify, nurture and develop skills that contribute to student success as measured by grade point average.Outcomes and findings associated with this research will be of interest to many educational stakeholder and implications. Aside from the direct benefits for students, the administrators, curriculum committees and faculty in higher education will be able to use the findings of this study to better identify what skills are truly essential for student success. Developmental educators, in particular, may find the data useful in understanding how to help their students thrive.\u0000","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"121 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77728742","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Winter is coming? University teachers' and students' views on the value of learning English in China","authors":"H. Fan","doi":"10.1002/rev3.3410","DOIUrl":"https://doi.org/10.1002/rev3.3410","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"74 9 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91029626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Disputing recent attempts to reject the evidence in favour of systematic phonics instruction","authors":"Greg Brooks","doi":"10.1002/rev3.3408","DOIUrl":"https://doi.org/10.1002/rev3.3408","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"203 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86592821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Whose entry to primary school is deferred or delayed? Evidence from the English National Pupil Database","authors":"T. Campbell","doi":"10.1002/rev3.3409","DOIUrl":"https://doi.org/10.1002/rev3.3409","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"31 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82892725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Teachers' multilingual beliefs and practices in English classrooms: A scoping review","authors":"Tony Burner, Christian Carlsen","doi":"10.1002/rev3.3407","DOIUrl":"https://doi.org/10.1002/rev3.3407","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"107 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84196627","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Yuqian Wang, D. Newton, Pauline Moger, Georgeta Ion, Laura Arnau‐Sabatés
{"title":"What do we know so far about the research‐teaching nexus in Initial Teacher Training? Findings from a systematic review","authors":"Yuqian Wang, D. Newton, Pauline Moger, Georgeta Ion, Laura Arnau‐Sabatés","doi":"10.1002/rev3.3405","DOIUrl":"https://doi.org/10.1002/rev3.3405","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"9 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89560097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"School‐based interventions promoting social capabilities among students: A scoping review of literature","authors":"Aisha Naz Ansari, N. F. Rizvi","doi":"10.1002/rev3.3404","DOIUrl":"https://doi.org/10.1002/rev3.3404","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"24 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89179194","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A systematic review of widening participation: Exploring the effectiveness of outreach programmes for students in second‐level schools","authors":"Eilís Ní Chorcora, Aibhín Bray, J. Banks","doi":"10.1002/rev3.3406","DOIUrl":"https://doi.org/10.1002/rev3.3406","url":null,"abstract":"","PeriodicalId":45076,"journal":{"name":"Review of Education","volume":"50 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73554772","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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