Becoming a social studies teacher: An integrative systems perspective on identity content, structure, and processes

Timothy Patterson, Ishwar Bridgelal, Avi Kaplan

Research output: Contribution to journalArticlepeer-review

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 languageEnglish
Article number103899
JournalTeaching and Teacher Education
Volume120
DOIs
StatePublished - 1 Dec 2022
Externally publishedYes

Keywords

  • Complex dynamic systems
  • Identity
  • Social studies

ASJC Scopus subject areas

  • Education

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