Developing a teacher identity in the university context: a systematic review of the literature

Figures & data

Figure 1. Flowchart of the selection and analysis procedure.

Table 1. Characteristics of the studies.

	Number of studies
Theoretical frameworks
Critical or constructivist paradigm
Social/cultural	32
Discursive/narrative	11
Critical	6
Unclear	16
Post-positivist paradigm	2
Data collection methods
Interviews	47
Focus groups	7
Observations, conversations	7
Documents	6
Questionnaires	5
Autobiographies	3
Diaries, reports	3
Continent where the study was located
Europe
UK	24
Other than UK	12
Australia, New Zealand	10
North America	8
South America	1
Africa, Middle East	3
Asia	2
Participants’ tasks
Teaching only	3
Teaching and research	31
Teaching and working as a practitioner	19
Unclear	14
Total number of studies	59

Figure 2. Identity development of university teachers: strengthening and constraining factors and underlying psychological processes.

Table

	Transition to HE teaching	Contextual factors strengthening/constraining teacher identity					Psychological processes involved in teacher identity
		Work environment	Wider context NLM	Wider context R-T	Students	Staff development	Sense of appreciation	Sense of connectedness	Senses of competence	Sense of commitment	Imagining a future career trajectory
Adler and colleagues (2015)							+
Andrew, Ferguson, Wilkie, Corcoran, and Simpson (2009)	−								+
Archer (2008a)			±							+
Archer (2008b)				−			−
Beach (2013)			−
Billot (2010)				−
Bolden, Gosling, and O’Brien (2014)			−	−
Burton, Boschmans, and Hoelson (2013)	−
Cahan and colleagues (2011)		+			+					+
Carrillo and Baguley (2011)	−				−			+
Churchman and King (2009)			±		+		+	+
Clarke and colleagues (2012)			±	−	+
Clegg (2008)			±	−
Duffy (2013)	−
Fanghanel and Trowler (2008)			−	−			−			+
Fitzmaurice (2013)				−						+
Griffiths, Thompson, and Hryniewicz (2014)	−	±			+
Guzmán-Valenzuela and Barnett (2013)			−	−
Harman and McDowell (2011)
Harrison and McKeon (2008)	−	±				+		+	±		+
Hockings, Cooke, Yamashita, McGinty, and Bowl (2009)		−	−		+		+			+
Hökkä and Eteläpelto (2014)		−		−
Hurst (2010)		±				+			+
Izadinia (2014)	−					+		+
Jawitz (2009)		+
Jones (2007)			−			−
Jones (2010)					±					+
Khan (2011)	−			−
Kreber (2010)		−	−	−	+	+			+	+
Kumar, Roberts, and Thistlethwaite (2011)		±		−	+	+		+		+	±
Levin and Montero Hernandez (2014)		−								+
Lieff and colleagues (2012)						+		+	+	+	+
Liu and Xu (2011)		±							−
Lopes, Boyd, Andrew, and Pereira (2014)		+									+
Martensson, Roxa, and Olsson (2011)						+
Mathison (2015)			±					+
McCormack, Vanags, and Prior (2014)
Menter (2011)				−
Murray (2012)					+					+
Murray and Male (2005)	−			−					+
Nevgi and Löfström (2015)						+			+
Nixon (1996)		±	−	−	+			+		+
O’Sullivan and Irby (2014)							+
Peach and Bieber (2015)					+				+
Reybold and Alamia (2008)	−			−					+
Sikes (2006)		+		−			−	+		+	+
Skelton (2012a)			−	−			±			+
Skelton (2012b)					−					+
Skelton (2012c)				−			−
Skelton (2013)						±
Smith (2010)	±	±	−				−			+
Starr and colleagues (2006)						+	+	+		+
Trevitt and Perera (2009)						+
Triantafyllaki (2010)
Tryggvason (2012)				−
Van Roermund, Tromp, Scherpbier, Bottema, and Bueving (2011)		−
Williams (2014)	−
Winberg (2008)						+
Ylijoki and Ursin (2013)			±

Note: + positive, − negative, ± both positive and negative.

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