ABSTRACT

Studies which consider science teacher identity continue to be a focus for education researchers, particularly given the persistent challenges to retain specialist science teachers. The proliferation of research in this area, without a unifying theoretical framework, has meant the literature is diverse, methodologies are varied, and coverage is patchy. This review article considers to what extent and in which ways the social identity approach (SIA) might provide a useful lens through which to consider middle and/or high school science teacher identity. In doing so, we synthesise the findings from 79 empirical and theoretical publications on science teacher identity in middle and/or high school settings, published since 2000. This review highlights the important role that shared identity and group membership play in developing and sustaining positive identities. We argue that the SIA provides education researchers with a greater understanding of how and why some middle and/or high school science teachers are able to form positive professional identities, whilst others are not. This understanding of both the importance of group membership in the social construction of identities and the processes through which memberships form could helpfully inform teacher education and professional development programmes.

摘要

考虑到科学教师身份的研究仍然是教育研究人员关注的焦点，特别是考虑到留住专业科学教师的持续挑战。该领域研究的激增，没有统一的理论框架，意味着文献多样，方法多样，覆盖面不完整。这篇评论文章考虑了社会认同方法（SIA）在多大程度上和以何种方式可以提供一个有用的视角，通过它来考虑中学和/或高中科学教师的身份。为此，我们综合了 2000 年以来发表的 79 篇关于中学和/或高中环境中科学教师身份的实证和理论出版物的研究结果。本综述强调了共享身份和群体成员在发展和维持积极身份方面的重要作用。我们认为，SIA 使教育研究人员更深入地了解了一些初中和/或高中科学教师如何以及为什么能够形成积极的专业身份，而其他人则不能。对团体成员身份在身份的社会建构中的重要性以及成员身份形成过程的这种理解有助于为教师教育和专业发展计划提供信息。