A Scoping Review of Research on Factors Influencing Pre-Service Teachers’ Teacher Identity

Agee, J. (2004). Negotiating a Teaching Identity: An African American Teacher’s Struggle to Teach in Test-Driven Contexts. Teachers College Record: The Voice of Scholarship in Education, 106(4), 747–774. https://doi.org/10.1111/j.1467-9620.2004.00357.x
Ahmad, H., Shah, S. R., Latada, F., & Wahab, M. N. (2019). Teacher Identity Development in Professional Learning: An Overview of Theoretical Frameworks. Bulletin of Advanced English Studies, 3(1), 1–11. https://doi.org/10.31559/baes2019.3.1.1
Akyeampong, K., & Stephens, D. (2003). Exploring the backgrounds and shaping of beginning student teachers in Ghana: toward greater contextualisation of teacher education. International Journal of Educational Development, 22(3–4), 261–274. https://doi.org/10.1016/S0738-0593(01)00064-5
Andersson, P., & Hellberg, K. (2009). Trajectories in teacher education: Recognising prior learning in practice. Asia-Pacific Journal of Teacher Education, 37(3), 271–282. https://doi.org/10.1080/13598660903052274
Assaf, L. C. (2005). Exploring Identities in a Reading Specialization Program. Journal of Literacy Research, 37(2), 201–236. https://doi.org/10.1207/s15548430jlr3702_4
Aykac, N., Yildirim, K., Altinkurt, Y., & Marsh, M. M. (2017). Understanding the Underlying Factors Affecting the Perception of Pre-Service Teachers’ Teacher Identity: A New Instrument to Support Teacher Education. Üniversitepark Bülten, 6(1), 67–78. https://doi.org/10.22521/unibulletin.2017.61.6
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: an overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Beijaard, D. (2002). Teacher induction at the crossroads: an attempt to harmonize the chaos (Essay review). https://www.researchgate.net/publication/28648184
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107–128. https://doi.org/10.1016/j.tate.2003.07.001
Buendía-Arias, X. P., André-Arenas, A., & Rosado-Mendinueta, N. D. R. (2020). Factors shaping EFL preservice teachers’ identity configuration. Ikala, 25(3), 583–603. https://doi.org/10.17533/udea.ikala.v25n03a02
Bullough, R. V. (1997). Becoming a Teacher: Self and the Social Location of Teacher Education. 79–134. https://doi.org/10.1007/978-94-011-4942-6_3
Carrillo, C., & Flores, M. A. (2018). Veteran teachers’ identity: what does the research literature tell us? Cambridge Journal of Education, 48(5), 639–656. https://doi.org/10.1080/0305764X.2017.1394982
Chang-Kredl, S., & Kingsley, S. (2014). Identity expectations in early childhood teacher education: Pre-service teachers’ memories of prior experiences and reasons for entry into the profession. Teaching and Teacher Education, 43, 27–36. https://doi.org/10.1016/j.tate.2014.05.005
Chen, J. L., & Mensah, F. M. (2018). Teaching Contexts That Influence Elementary Preservice Teachers’ Teacher and Science Teacher Identity Development. Journal of Science Teacher Education, 29(5), 420–439. https://doi.org/10.1080/1046560X.2018.1469187
Cook, J. S. (2009). “Coming Into My Own as a Teacher”: Identity, Disequilibrium, and the First Year of Teaching. The New Educator, 5(4), 274–292. https://doi.org/10.1080/1547688X.2009.10399580
Daly, N. (2009). Not Empty Vessels: New Zealand Pre-service Additional Language Teacher Identity. Waikato Journal of Education, 14(1). https://doi.org/10.15663/wje.v14i1.211
Farnsworth, V. (2010). Conceptualizing identity, learning and social justice in community-based learning. Teaching and Teacher Education, 26(7), 1481–1489. https://doi.org/10.1016/j.tate.2010.06.006
Findlay, K. (2006). Context and learning factors in the development of teacher identity: a case study of newly qualified teachers during their induction year. Journal of In-Service Education, 32(4), 511–532. https://doi.org/10.1080/13674580601025165
Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 22(2), 219–232. https://doi.org/10.1016/j.tate.2005.09.002
Gee, J. P. (2014). An Introduction to Discourse Analysis: Theory and Method. In An Introduction to Discourse Analysis: Theory and Method. Taylor and Francis. https://doi.org/10.4324/9781315819679/INTRODUCTION-DISCOURSE-ANALYSIS-JAMES-PAUL-GEE
Gu, M. M. (2010). Identities constructed in difference: English language learners in China. Journal of Pragmatics, 42(1), 139–152. https://doi.org/10.1016/j.pragma.2009.06.006
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. H. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15–27. https://doi.org/10.1016/j.edurev.2019.01.003
Harlow, A., Education, D. C.-A. J. of T., & 2014, undefined. (2014). Planting the seed of teacher identity: Nurturing early growth through a collaborative learning community. Search.Informit.OrgA Harlow, DJ CobbAustralian Journal of Teacher Education (Online), 2014•search.Informit.Org, 39(7), 39. https://search.informit.org/doi/abs/10.3316/ielapa.480516879412327
Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694–713. https://doi.org/10.1080/01411926.2012.679614
Izadinia, M. (2014). Teacher educators’ identity: a review of literature. European Journal of Teacher Education, 37(4), 426–441. https://doi.org/10.1080/02619768.2014.947025
Izadinia, M. (2016). Student teachers’ and mentor teachers’ perceptions and expectations of a mentoring relationship: do they match or clash? Professional Development in Education, 42(3), 387–402. https://doi.org/10.1080/19415257.2014.994136
Kavrayici, C. (2020). Evaluation of the factors affecting teacher identity development of pre-service teachers: A mixed method study. Eurasian Journal of Educational Research, 93–110. https://dergipark.org.tr/en/pub/ejer/issue/57497/815852
Lamote, C., & Engels, N. (2010). The development of student teachers’ professional identity. European Journal of Teacher Education, 33(1), 3–18. https://doi.org/10.1080/02619760903457735
Legard Larson, M., & Kalmbach Phillips, D. (2005a). Becoming a Teacher of Literacy: The struggle between authoritative discourses. Teaching Education, 16(4), 311–323. https://doi.org/10.1080/10476210500345607
Legard Larson, M., & Kalmbach Phillips, D. (2005b). Becoming a Teacher of Literacy: The struggle between authoritative discourses. Teaching Education, 16(4), 311–323. https://doi.org/10.1080/10476210500345607
Leshem, S. (2012). The Many Faces of Mentor-Mentee Relationships in a Pre-Service Teacher Education Programme. Creative Education, 03(04), 413–421. https://doi.org/10.4236/ce.2012.34065
Liu, Y., & Fisher, L. (2006). The development patterns of modern foreign language student teachers’ conceptions of self and their explanations about change: three cases. Teacher Development, 10(3), 343–360. https://doi.org/10.1080/13664530600922203
Murray, J. (2008). Teacher educators’ induction into Higher Education: work?based learning in the micro communities of teacher education. European Journal of Teacher Education, 31(2), 117–133. https://doi.org/10.1080/02619760802000099
Oliveira Leite, L., Havu-Nuutinen, S., & Sointu, E. (2022). How environmental and individual factors dynamically influence student teacher professional agency during teacher education. Scandinavian Journal of Educational Research, 68(2), 273–288. https://doi.org/10.1080/00313831.2022.2127879
Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23–40. https://www.jstor.org/stable/23478979
Pollock, D., Peters, M. D. J., Khalil, H., McInerney, P., Alexander, L., Tricco, A. C., Evans, C., de Moraes, É. B., Godfrey, C. M., Pieper, D., Saran, A., Stern, C., & Munn, Z. (2023). Recommendations for the extraction, analysis, and presentation of results in scoping reviews. JBI Evidence Synthesis, 21(3), 520–532. https://doi.org/10.11124/JBIES-22-00123
Rodrigues, F., & Mogarro, M. J. (2019). Student teachers’ professional identity: A review of research contributions. Educational Research Review, 28, 100286. https://doi.org/10.1016/j.edurev.2019.100286
Rots, I., Aelterman, A., Devos, G., & Vlerick, P. (2010). Teacher education and the choice to enter the teaching profession: A prospective study. Teaching and Teacher Education, 26(8), 1619–1629. https://doi.org/10.1016/j.tate.2010.06.013
Samuel, M., & Stephens, D. (2003). Critical dialogues with self: developing teacher identities and roles — a case study of South African student teachers. International Journal of Educational Research, 33(5), 475–491. https://doi.org/10.1016/S0883-0355(00)00030-6
Schepens, A., Aelterman, A., & Vlerick, P. (2009). Student teachers’ professional identity formation: between being born as a teacher and becoming one. Educational Studies, 35(4), 361–378. https://doi.org/10.1080/03055690802648317
Seidl, B. L., & Conley, M. D. (2009). Research Directions (Re)Writing New Possibilities for Teaching Lives: Prospective Teachers and Multicultural Apprenticeships. Language Arts, 87(2), 117–126. https://www.jstor.org/stable/41483550
Smagorinsky, P., Cook, L. S., Moore, C., Jackson, A. Y., & Fry, P. G. (2004a). Tensions in Learning to Teach. Journal of Teacher Education, 55(1), 8–24. https://doi.org/10.1177/0022487103260067
Smagorinsky, P., Cook, L. S., Moore, C., Jackson, A. Y., & Fry, P. G. (2004b). Tensions in Learning to Teach. Journal of Teacher Education, 55(1), 8–24. https://doi.org/10.1177/0022487103260067
Swennen, A., Jones, K., & Volman, M. (2010). Teacher educators: Their identities, sub-identities and implications for professional development. Professional Development in Education, 36(1–2), 131–148. https://doi.org/10.1080/19415250903457893
Ünald?, ?., Tekin, S., & Kaçmaz, E. (2023). Early Teacher Identity and Personality: Exploring the Links Through a Mixed Method Approach. International Journal of Psychology and Educational Studies, 11(1), 1–12. https://doi.org/10.52380/ijpes.2024.11.1.1257
Lankveld, T., Schoonenboom, J., Volman, M., Croiset, G., & Beishuizen, J. (2017). Developing a teacher identity in the university context: a systematic review of the literature. Higher Education Research & Development, 36(2), 325–342. https://doi.org/10.1080/07294360.2016.1208154
Webster, M. M., & Ward, A. J. W. (2011). Personality and social context. Biological Reviews, 86(4), 759–773. https://doi.org/10.1111/j.1469-185X.2010.00169.x
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge university press. https://books.google.com/books?hl=en&lr=&id=heBZpgYUKdAC&oi=fnd&pg=PP15&dq=Communities+of+practice.+learning,+meaning+and+identity&ots=khle_rbB5g&sig=iCLg7lYKLB22H5kfeU11R8mzfDw
Widodo, H. P., & Allamnakhrah, A. (2020). The impact of a blended professional learning community on teacher educators’ professional identity: towards sustainable teacher professional development. Journal of Education for Teaching, 46(3), 408–410. https://doi.org/10.1080/02607476.2020.1761249
Zembylas, M. (2013). Critical pedagogy and emotion: working through ‘troubled knowledge’ in posttraumatic contexts. Critical Studies in Education, 54(2), 176–189. https://doi.org/10.1080/17508487.2012.743468
Zhai, Y., Tripp, J., & Liu, X. (2024). Science teacher identity research: a scoping literature review. International Journal of STEM Education, 11(1), 20. https://doi.org/10.1186/s40594-024-00481-8

Yuan, C., Aziz, N. A., Khairuddin, A. Z., Sun, X., & Zhang, H. (2024). A Scoping Review of Research on Factors Influencing Pre-Service Teachers’ Teacher Identity. International Journal of Academic Research in Business and Social Sciences, 14(9), 2587–2605.

Copyright: © 2024 The Author(s)
Published by HRMARS (www.hrmars.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode