Table 4 Science teacher identity study categories based on research questions
From: Science teacher identity research: a scoping literature review
Study category | Articles |
|---|---|
Identity process or development | Avraamidou (2014b, 2016b, c, 2019), Akerson et al. (2014), Carrier et al. (2017), Chen and Mensah (2022), Coddington and Swanson (2019), Danielsson and Warwick (2014), Danielowich (2012), Edwards and Edwards (2017), Forbes and Davis (2008), Hathcock et al. (2020), Ibourk (2021), Katz et al. (2011) Marco-Bujosa et al. (2020), Moore (2008b), Munfaridah et al. (2022), Naidoo (2017), Olitsky (2020, 2021), Proweller and Mitchener (2004), Rivera Maulucc (2013), Saka et al. (2013), Shwartz and Dori (2020), Siry and Lara (2012), Varelas et al. (2005, 2023), Wei et al. (2021), Wilson and Deaney (2010), Wilson et al. (2015) |
Identity factors | Allaire (2013), Blackmore et al. (2018), Dominguez et al. (2015), Eick and Reed (2002), Katz et al. (2013), Khoza (2022), Luehmann (2008a, b), Luehmann and Tinelli (2008), Madden and Wiebe (2015), Moore (2008a), Pérez Gracia et al. (2019), Purwaningsih et al. (2020), Upadhyay (2009), Woolhouse and Cochrane (2015) |
Identity nature |