Secondary Mathematics Teachers’ Professional Identity: Systematic Literature Review
Abstract
The development of professional identity among mathematics teachers has been well explored in terms of specific attributes needing to be enhanced and catalysts that impact this development. The aim of this systematic review was to identify, describe, and categorise catalysts of professional identity development among secondary mathematics teachers, as well as to explore identity development across studies. The review applied Hanna et al. (2019)’s six domains of teachers' identity- self-image, motivation, commitment, self-efficacy, task perception, and job satisfaction - to gain insights into the focal points of identity development in 51 studies. The analysis revealed a notable lack of precision in both defining and interpreting the development of professional identity among mathematics teachers. It is argued that while the term "professional identity" is widely used, it is often not properly defined, and there is rarely any indication as to which aspects of professional practice contribute to its improvement. Although most studies were focused on self-image and task perception, job satisfaction received comparatively less attention. Furthermore, the reviewed studies do not provide sufficient scope to determine which catalysts are most effective in fostering a professional identity among mathematics teachers. Specific research is sought to address these identified gaps.
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