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

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.