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Cited by 156Teacher Education and Leadership StudiesTeacher Professional Development and MotivationEvaluation of Teaching Practices

Understanding teacher identity in teachers' professional lives: A systematic review of the literature

Open access
Rushton, Elizabeth A. C., Rawlings Smith, Emma, Steadman, Sarah, Towers, Emma·2023·Review of Education
DOI 10.1002/rev3.3417
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Abstract

Abstract This article presents a systematic review of a substantial body of literature that considers the ways in which the concept of teacher identity has been used to understand and explore teachers' professional lives. The aim of the review was to go beyond the limitations of specific areas of teachers' practice to explore the broad and rich field of teachers' professional lives. Drawing on 412 articles from 2000–2021, the review demonstrates the growth in teacher identity research, particularly since 2010. Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: (1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms. The review reveals gaps in teacher identity research, such as: few research studies from Global South countries; a limited number of studies focusing on non‐core curriculum subjects, including arts, history, geography and physical education; fewer studies focusing on primary school and early years teacher identities; and a divide between identity scholarship and research, and policy and practice. The article concludes with a call for teacher identity research to be expanded and broadened with the aim to facilitate the progress of identity work in scholarship, policy and practice. Context and implications Rationale for this study In the context of a growing body of research on teacher identity, particularly in the last decade, there remains a paucity of identity‐focused systematic reviews. Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers. However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature. Why the new findings matter The findings from this review are important in highlighting the most commonly explored areas in teacher identity research as it relates to teachers' professional lives. As such, the findings can inform policy and practice for teacher education and professional development at local, national and international scales. The findings also highlight gaps in the literature and the implications this may have on teacher identity scholarship. Implications for educational researchers and educators Firstly, educational researchers can identify key themes arising from existing teacher identity research studies. This can help them to focus on specific areas that would benefit from further research as well as providing them with a single space from which to draw on the existing corpus of research studies. Secondly, teacher identity research is important for the professional lives and practice of educators and this review provides educators with an opportunity to understand the teacher identity scholarly landscape and, in turn, apply findings from the research to their own professional practice.

Verified 2026-10-05 · 2 references not checked yet

Integrity signals

Registry

Crossref · 10.1002/rev3.3417

Cites

443 of 445 references verified0 citation errors · 0 not checkable

Statistics

Nothing to recompute.

Claims the paper makes

9 of 63 cited sources checked · 5 supported · 0 flagged · accuracy not yet measured

  • Findingcitation

    Teacher identity is influenced by external and material factors including school organisations and working conditions.

    “External and material factors have also been identified including school organisations (Day et al., 2005) and working conditions (Canrinus et al., 2011).”
    Quote in the paperNot a substantial claim1 of 2 sources checked
    • cites Day et al., 2005 source
    • cites Canrinus et al., 2011 source
  • Findingcitation

    Themes of change and transition tended to be situated within broader conceptualisations of conflict and tension, including risks and vulnerabilities experienced by individuals.

    “Themes of change and transition tended to be situated within broader conceptualisations of conflict and tension, including risks and vulnerabilities experienced by individuals (Thompson & Russell, 2017).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Thompson & Russell, 2017 source
  • Premisecitation

    Teacher identity remains largely absent in discussions and dialogue focused on policy initiatives that respond to persistent challenges such as teacher retention and recruitment.

    “and yet teacher identity remains largely absent in discussions and dialogue focused on policy initiatives that respond to persistent challenges, such as teacher retention and recruitment (Rushton et al., 2023).”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Rushton et al., 2023 source

      The Teacher retention section calls professional identity a persistently overlooked part of teacher retention and well-being policies. The Conclusions say identity is largely absent from policy making about teacher professional development in England. The paper does not establish the same point for recruitment policy or policy discussions more generally; no page numbers are available in our copy. (LLM, conf=0.85)

      Experimental — accuracy not yet measured
  • Premisecitation

    Teacher identity remains largely undervalued in teacher education and educational policy.

    “This may be, in part, because teacher identity remains largely undervalued in teacher education and educational policy (Beijaard et al., 2022;Rushton et al., 2023).”
    Quote in the paperSubstantial claim1 of 2 sources checked
    • cites Beijaard et al., 2022 source
    • cites Rushton et al., 2023 source

      The Conclusions (page unavailable) say teacher identity is largely absent from English policy on teacher professional development and describe identity work as under-used. The paper calls for more identity work in initial teacher education, but the cited passages do not establish that teacher identity is largely undervalued in teacher education generally or in educational policy beyond England. (LLM, conf=0.82)

      Experimental — accuracy not yet measured
  • Findingcitation

    In the more recent literature, research on teachers' well-being and its role in constructing identity was inextricably linked to the policy context.

    “In the more recent literature, research on teachers' well-being and its role in constructing identity was inextricably linked to the policy context (Skinner et al., 2021).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Skinner et al., 2021 source

      The title in our indexed copy links managerialism, teacher professional identity, and well-being among UK teachers. The available passages do not state that well-being constructs identity or that this relationship is inextricably linked to the policy context; searches for those terms returned no substantive passage. (LLM, conf=0.76)

      Experimental — accuracy not yet measured
  • Classified as probably not a substantial claim. 28
  • May combine two claims. 21

  • Classified as probably not a substantial claim.

    Premisecitation

    Systematic reviews have the benefit of making explicit why certain studies are included and others are not.

    “As Rushton and Reiss (2021) have previously highlighted, systematic reviews have the fundamental benefit of making explicit why certain studies are included and others are not.”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Rushton and Reiss (2021) source

  • Classified as probably not a substantial claim. May combine two claims.

    Premisecitation

    Teacher identity stands at the core of the teaching profession and provides a framework for teachers to construct ideas of how to be, act and understand their work and place in society.

    “Teacher identity stands at the core of the teaching profession.It provides a framework for teachers to construct their own ideas of 'how to be', 'how to act' and 'how to understand' their work and their place in society.”
    Quote in the paperSubstantial claim1 of 1 sources checked
    • cites Sachs (2005, p. 15) source

  • May combine two claims.

    Premisecitation

    Primary school teachers are generalists expected to teach a wide range of subjects and spend all day each day with the same class of 30 children.

    “Primary school teachers are generalists and are expected to teach a wide range of subjects, they are unique in that a primary school teacher spends all day and each day with the same class of 30 children (Towers & Maguire, 2017).”
    Quote in the paperNot a substantial claim1 of 1 sources checked
    • cites Towers & Maguire, 2017 source

      The available indexed passages (labelled Abstract, no page given) contain bibliographic details, not discussion of primary teachers’ duties. Searches for generalist teaching, subject range, and spending each day with the same class of 30 children found no passage addressing the claim. (LLM, conf=0.70)

      Experimental — accuracy not yet measured

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The review's results are categorised into seven thematic groups spanning key areas of teachers' professional lives.

    “Results from the review are categorised into seven thematic groups that span key areas related to teachers' professional lives: ( 1) Models and frameworks of professional lives; (2) Narratives of professional lives; (3) Becoming a teacher; (4) Contexts; (5) Communities; (6) Change, transition and conflict; and (7) Subject specialisms.”
    • Also stated in: § OVERVIE W OF RESULTS · plain
      “we present our synthesis of 412 items reviewed, grouped into seven distinct but related areas (Table 3).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Findingnone given

    Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers.

    “Existing systematic reviews tend to focus on specific fields such as subject specialisms, teacher education and beginning teachers.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingcitation

    Teacher identity is influenced by discourse such as personal biographies and narratives, emotion, social contexts and relationships with others.

    “These factors include discourse such as personal biographies and narratives (Alsup, 2006), emotion (Day & Leitch, 2001), social contexts and relationships with others (Beijaard et al., 2000;Rushton & Reiss, 2019).”
    Quote in the paperSubstantial claim0 of 3 sources checked
    • cites Alsup, 2006 source
    • cites Day & Leitch, 2001 source
    • cites Beijaard et al., 2000 source

  • May combine two claims.

    Findingnone given

    Theoretical understandings of teacher identity have remained consistent for the past two decades, with a consensus that identity is dynamic, flexible and hybrid and influenced by individual factors.

    “Theoretical understandings of teacher identity have remained consistent for the past two decades with a consensus that identity is dynamic, flexible and hybrid and is influenced by a range of individual factors.”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingown data

    The findings, synthesised into seven groups, highlight the most common topics and areas in which teacher identity is explored and discussed in the literature.

    “Our findings, synthesised into seven groups, highlight the most common topics and areas in which teacher identity is explored and discussed in the literature.”
    Quote in the paperSubstantial claim

  • May combine two claims.

    Findingown data

    A single country was identified as the study context in 394 items, and two or more countries in the remaining 18 papers.

    “A single country was identified in 394 items as the study context and in the remaining 18 papers, two or more countries were identified.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Group 2 focused on narratives of professional lives and included 27 items on narratives as a methodological approach or conceptual framework, 17 items on metaphor and stories, and 15 items on narratives of possible and future selves.

    “Group 2 included research that considers narratives as a methodological approach or conceptual framework for identity research (27 items), studies that foreground metaphor and stories (17 items) and research that considers narratives of possible and future selves (15 items) (Table 3).”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S4 (based).

    Findingreasoning

    Far fewer systematic reviews span the broader field of teachers' professional lives.

    “However, far fewer reviews span the broader field of teachers' professional lives; this article responds to this gap in the literature.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingown data

    The review's first three stages yielded 412 items published across 68 peer-reviewed journals.

    “The completion of the first three stages of the review resulted in 412 items (Appendix 1) published in 68 different peer-reviewed journals (Table 2).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Group 3 included 27 items on identity formation and 16 items on teachers' personal and professional identities.

    “We identified two distinct areas within Group 3, including research focused on identity formation (27 items) and studies that consider teachers' personal and professional identities (16 items; Table 3).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    Only 12 of the 412 items came from the first 5 years of the review's time frame, suggesting that extending the time frame backwards would have added relatively few publications.

    “Furthermore, only 12 of the 412 items that we include in our review come from the first 5 years of our time frame, which suggests that relatively few additional publications would have been included had we extended our time frame backwards (Figure 2).”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Findingown data

    The review found significant growth in teacher identity research, with 335 of 412 items (over 80%) published since 2010.

    “Of the 412 items, 335 (over 80%) have been published since 2010, which indicates the significant growth of literature published in peer-review journals over the last decade and justifies the need for a systematic review at this point in time.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Garner and Kaplan (2019) conceptualise teacher learning and identity formation as a complex and dynamic system.

    “Relatedly, Garner and Kaplan (2019) conceptualise teacher learning and identity formation as a complex and dynamic system.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Garner and Kaplan (2019) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    The social element of teacher identity development has been highlighted by some researchers.

    “The social element of teacher identity development has been highlighted by some researchers (Androusou & Tsafos, 2018;Goktepe & Kunt, 2023) whereas others foreground the dynamic nature of Gee's framework, which includes both personal and contextual factors (Hsu et al., 2017;Marco-Bujosa et al., 2020).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Androusou & Tsafos, 2018

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

    • cites Goktepe & Kunt, 2023

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • May combine two claims.

    Findingown data

    The review found that some subjects are more commonly written about (e.g., science, mathematics) and others feature less frequently or not at all.

    “Our findings reveal those subjects that are more commonly written about (e.g., science, mathematics) and others that feature less frequently or not at all.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    The articles reviewed referred to ways in which policy directives strengthen accountability and can erode trust.

    “as well as ways in which policy directives strengthen accountability and can erode trust (Czerniawski, 2011;Guenther, 2021).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Czerniawski, 2011 source
    • cites Guenther, 2021 source

  • May combine two claims.

    Findingown data

    Group 7 explored teacher identity in arts and humanities (15 items), languages (21 items), mathematics (16 items), physical education (4 items) and science (49 items).

    “Table 3 highlights the literature that explores teacher identity in the areas of arts and humanities (15 items), languages (21 items), mathematics (16 items), physical education (4 items) and science (49 items; Table 3).”
    Quote in the paperNot a substantial claim

  • Classified as probably not a substantial claim.

    Findingnone given

    Almost all the articles reviewed provide recommendations for policy makers to consider teachers' identities and the wider characteristics of other stakeholders when formulating policy changes.

    “Almost all the articles reviewed provide recommendations for policy makers to consider teachers' identities and the wider characteristics of other stakeholders, too, when formulating policy changes.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Findingcitation

    Bukor (2015) included personal construct theory, Jungian ideas of the complementary nature of reason and intuition, and the concept of perspective transformation.

    “Elsewhere, Bukor (2015) included personal construct theory, Jungian ideas of the complementary nature of reason and intuition and the concept of perspective transformation.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Bukor (2015) source

  • May combine two claims.

    Findingreasoning

    Most studies focused on a single nation, often due to the small-scale and self-reflective nature of teacher identity research.

    “Another related gap, identified through this review, was that most of the studies focused on a single nation, which was often a result of the small-scale and self-reflective nature of teacher identity research.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingown data

    The review noted studies that drew on a range of concepts to provide the theoretical framework for their research.

    “However, we also noted studies that drew on a range of concepts to provide the theoretical framework for their research.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Zhang et al. (2018) used Akkerman and Meijer's (2011) concept of identity as dynamic, multiple and social as the key theoretical underpinning for their work.

    “For example, Zhang et al. (2018) highlighted Akkerman and Meijer's (2011) concept of identity as dynamic, multiple and social as providing the key theoretical underpinning for their work.”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Zhang et al. (2018) source
    • cites Akkerman and Meijer's (2011) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Findingcitation

    Others foreground the dynamic nature of Gee's framework, which includes both personal and contextual factors.

    “whereas others foreground the dynamic nature of Gee's framework, which includes both personal and contextual factors (Hsu et al., 2017;Marco-Bujosa et al., 2020).”
    Quote in the paperNot a substantial claim0 of 2 sources checked
    • cites Hsu et al., 2017 source
    • cites Marco-Bujosa et al., 2020 source

  • Classified as probably not a substantial claim.

    Findingown data

    The review identifies areas that are frequently explored in teacher identity research.

    “This review highlights areas that are frequently explored in teacher identity research as well as significant gaps, including studies that focus on experienced teachers at different stages of their careers and research from a range of Global South contexts.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim.

    Findingnone given

    A notable outcome from this systematic review was what was identified as missing rather than what was included in the review.

    “A notable outcome from this systematic review was what was identified as being missing rather than what was included in the review.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Premisecitation

    Narratives can represent past events while positioning the individual in the present and future and making explicit the audience of that narrative.

    “Group 2 is highly relevant to identity work because narratives can be deployed to represent past events, while also positioning the individual in the present and future and making explicit the audience of that narrative (Taylor, 2017).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Taylor, 2017 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Some literature suggests that becoming a teacher is an identity-forming process.

    “with some suggesting that 'becoming a teacher' is an identity-forming process (Danielewicz, 2001)”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Danielewicz, 2001 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductown data

    Author four provided an additional check of the 412 items to ensure inclusion and exclusion criteria were applied consistently.

    “Author four provided an additional check of the 412 items to ensure the exclusion and inclusion criteria had been applied consistently.”
    Quote in the paperNot a substantial claim

  • May combine two claims.

    Study design and conductnone given

    The review's time frame of 2000-2021 for academic journals excluded material published prior to 2000 and research in conference proceedings, books and doctoral theses.

    “The time frame for the review of 2000-2021 for material published in academic journals excluded material published prior to 2000 and research, including that found in conference proceedings, books and doctoral theses.”
    Quote in the paperSubstantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Interpretationreasoning

    It is highly likely that other studies on schoolteacher identity exist and could have provided new insights.

    “Given these limitations, it is highly likely that other studies that consider schoolteacher identity exist and that these could have provided new and relevant insights to our review.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductnone given

    All authors reviewed the draft synthesis sections for the seven groups against the full list of 412 research items to ensure coherence.

    “All authors reviewed the draft synthesis sections for the seven groups against the full list of 412 research items to ensure coherence and discussions continued over a 3-month period.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Study design and conductcitation

    The quality assessment drew on critical appraisal checklists by Spencer et al. (2004) where appropriate.

    “Where appropriate, we drew on critical appraisal checklists as set out by Spencer et al. (2004) to assess the quality of a specific study design in more detail.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Spencer et al. (2004)

      Couldn’t be matched to a paper in Crossref, so it can’t be checked.

  • Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

    Study design and conductnone given

    Each author reviewed approximately a quarter of the research items to identify research foci, with critical appraisal guided by checklists.

    “Each author reviewed approximately a quarter of the research items to identify research foci and a critical appraisal process was taken guided by checklists as appropriate.”
    Quote in the paperNot a substantial claim

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    The literature on transition and change in teachers' working lives is well established, particularly in professional development.

    “The literature on transition and change in teachers' working lives is well established, particularly in the area of professional development (Guskey, 2002).”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Guskey, 2002 source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Central to Gee's (2000) conception of identity is that it is socially constructed and performed with and for others.

    “Central to Gee's (2000) conception of identity is that it is socially constructed and performed with and for others.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Gee (2000) source

  • Probably not a substantial claim: may not pass S3 (load-bearing).

    Premisecitation

    Policy changes and reformist imperatives have left many teachers feeling confused about their professional identity.

    “As Day et al. (2005 p. 566) have argued, 'policy changes and reformist imperatives have left many teachers themselves feeling confused about their professional identity'.”
    Quote in the paperNot a substantial claim0 of 1 sources checked
    • cites Day et al., 2005 source

  • May combine two claims.

    Interpretationreasoning

    Although individual or clusters of policies have direct and specific effects on teacher identity, these effects should also be seen in the wider sociopolitical context in which schools operate.

    “However, although individual or clusters of policies have direct and specific effects on teacher identity, these should also be seen in the wider sociopolitical context in which schools operate.”
    Quote in the paperSubstantial claim

  • Classified as probably not a substantial claim. May combine two claims.

    Interpretationnone given

    Across the seven groups, the review underlines a nuanced appreciation of the different factors that shape identity and some commonality of experiences and professional lives across different contexts.

    “Across these seven groups, the systematic review underlines a nuanced appreciation of the different factors that shape identity and some commonality of experiences and professional lives across different contexts.”
    Quote in the paperSubstantial claim
41 of 41

  • The paper relies on this without support.

    Systematic reviews reduce bias compared with conventional literature reviews.

    “A key strength of a systematic review is that such an approach reduces the inevitable bias in conventional literature reviews, where authors are more likely to consider studies with which they are already familiar.”

  • The paper relies on this without support.

    The Global North has monopolistic control over research outputs.

    “Although we acknowledge that the Global North has monopolistic control over research outputs, we argue that much more needs to be done to ensure that teacher identity work from under-represented jurisdictions is actively encouraged, resourced and promoted.”
2 of 2

Self-check

Percentages, sums and reported differences re-computed from the paper’s own numbers.

Each contradiction between two passages listed here was confirmed by an independent check.

  • Journal search counts do not total the number reviewed

    Minor

    The two publisher searches identified 57 and 47 journals, totaling 104, but the methods say 111 journals were reviewed. The text does not account for the additional seven.

    Reported 111 · recomputed 104

  • The same Campbell and colleagues article has two publication years

    Minor

    The reference lists date the same article 2022 and 2012. This matters to the stated 2000-2021 review window.

  • The same Bolívar and Domingo article has two publication years

    Minor

    The two reference entries give 2006 and 2020 for an article with the same authors, title, journal, volume, and pages.

3 of 3

Cites

Flagged first, then by citations

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Authors
Rushton, E. A. C., Rawlings Smith, E., Steadman, S., & Towers, E.
Affiliations
  • King's College London (GB)
  • Department of Education University of Oxford Oxford UK
Corresponding author
Rushton, Elizabeth A. C.
ORCID
Venue
Review of Education
Publisher
Wiley
Published
2023-08
Volume
11
Issue
2
ISSN
2049-6613 (ISSN-L)
DOI
10.1002/rev3.3417
OpenAlex
W4386002363
Cited by
156
References
443
Citations by year
2026: 80 · 2025: 44 · 2024: 32
FWCI
9.46
Type
journal article
Language
en
Open access
Licence
Locations
  • Review of Education (publishedVersion, other-oa)
  • Research Portal (King's College London) (publishedVersion, cc-by-nc)
  • Stirling Online Research Repository (University of Stirling) (submittedVersion, cc-by-nc)
  • ePrints Soton (University of Southampton) (submittedVersion, other-oa)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Teacher Professional Development and Motivation
  • Social Sciences › Education › Evaluation of Teaching Practices
Keywords
teacher identity, teacher professional development, becoming a teacher, teacher communities, primary school teachers, early childhood educators, teacher education policy, research gaps, teacher narratives

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Claims read under definition version 3 (extract-v3) on 2026-09-28.

Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-09-28.

Cited sources are checked by gpt-6-sol.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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