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A review of research on student teachers' professional identity
Author(s) -
Izadinia Mahsa
Publication year - 2013
Publication title -
british educational research journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.171
H-Index - 89
eISSN - 1469-3518
pISSN - 0141-1926
DOI - 10.1080/01411926.2012.679614
Subject(s) - context (archaeology) , identity (music) , psychology , pedagogy , agency (philosophy) , educational research , empirical research , cognition , reflective practice , student teacher , teacher education , mathematics education , sociology , social science , epistemology , physics , acoustics , paleontology , philosophy , neuroscience , biology
This article presents a review of 29 empirical studies to identify the main foci of research on student teachers' identity, the methodologies used and their major findings. The reviewed studies were found to investigate four broad factors: the contribution of: (1) reflective activities, (2) learning communities, (3) context and (4) (prior) experiences. Reflective practices and interviews were found to be mainly used by researchers as data collection tools and the findings were mainly reported to be changes in components of student teachers' identity, including their cognitive knowledge, sense of agency and voice. Questions raised in this review and suggestions for further research are discussed.