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Cited by 68Teacher Education and Leadership StudiesScience Education and PedagogyCareer Development and Diversity

Middle and high school science teacher identity considered through the lens of the social identity approach: a systematic review of the literature

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Rushton, Elizabeth A.C., Reiss, Michael J.·2021·Studies in Science Education
DOI 10.1080/03057267.2020.1799621
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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.

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Authors
Rushton, E. A. C., & Reiss, M. J.
Affiliations
  • King's College London (GB)
  • University College London (GB)
Corresponding author
Rushton, Elizabeth A.C.
ORCID
Venue
Studies in Science Education
Publisher
Informa UK Limited
Published
2020-07-28
Volume
57
Issue
2
Pages
141-203
ISSN
  • 0305-7267 (ISSN-L)
  • 1940-8412
DOI
10.1080/03057267.2020.1799621
OpenAlex
W3046196735
Semantic Scholar
9d2465f978bcc507ba2045e99c015ffb750f1330
Cited by
68
References
137
Citations by year
2026: 14 · 2025: 13 · 2024: 13 · 2023: 12 · 2022: 6 · 2021: 10
FWCI
2.23
Type
journal article
Language
en
Open access
Locations
  • Studies in Science Education (publishedVersion)
  • Stirling Online Research Repository (University of Stirling) (submittedVersion, public-domain)
  • UCL Discovery (University College London) (submittedVersion)
Topics
  • Social Sciences › Education › Teacher Education and Leadership Studies
  • Social Sciences › Education › Science Education and Pedagogy
  • Social Sciences › Safety Research › Career Development and Diversity
Keywords
science teacher identity, social identity approach, middle school science teachers, high school science teachers, teacher retention, group membership, shared identity, social construction of identity, teacher professional development, professional development

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