Abstract
In this scoping study we synthesize the last two decades of research on social studies teacher identity (N = 114) to identify salient themes. Findings indicate an interest in an array of teacher identities: ethnic and cultural identities, sexual orientation, identities vis-à-vis curricular content and purposes, and civic values and beliefs. However, limited studies attempt to integrate these diverse identity features into a coherent model of teacher identity that recognizes the interplay of these priorities. We propose an integrative framework that conceptualizes social studies teacher identity as a complex dynamic system of interdependent role-specific elements and contextualized emergent meanings.
Original language | English |
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Article number | 103899 |
Journal | Teaching and Teacher Education |
Volume | 120 |
DOIs | |
State | Published - 1 Dec 2022 |
Externally published | Yes |
Keywords
- Complex dynamic systems
- Identity
- Social studies
ASJC Scopus subject areas
- Education