Curriculum Studies in Teacher Education & Development

Curriculum Studies in Teacher Education & Development

Critical Analysis of Researches on Teachers’ Professional Identity Based on Meta-Study Approach

Document Type : Original Article

Authors
Mahdi Tandeh 1
Alireza Sadeqzadeh Qamsari 2
Khosrow Bagheri Noaparast 3
Mahmoud Merhrmohammadi 4
1 PhD student in Philosophy of Education, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran
2 Associate Professor, Department of Educational Sciences, Faculty of Human sciences, Tarbiat Modares University, Tehran, Iran.
3 Professor, Department of Principles and Foundations of Education, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.
4 Professor, Department of Educational Sciences, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran.
10.22034/jcsted.2025.515819.1020
Abstract
This study aimed to critically analyze research on teachers’ professional identity (TPI) using a qualitative approach based on the principles of meta-study. Relevant articles were systematically selected through a review following PRISMA guidelines, and the four stages of meta-study—meta-method, meta-theory, meta-data, and meta-synthesis—were rigorously applied. The meta-method analysis indicated that only 4% of studies were conducted at the regional level, while the majority were at national or international levels, indicating limited attention to the cultural, ethnic, and linguistic diversity of different regions. Meta-theory analysis revealed that the lack of critical approaches had diminished attention to the social and political contexts shaping teacher identity. In the meta-data analysis, examination of study themes showed that several important aspects—including ethical and spiritual dimensions, the role of technology and media, and social and organizational factors—were often overlooked in understanding the formation of professional identity. Based on the meta-synthesis of these findings, recommendations were proposed, emphasizing that future research on TPI should be aligned with the specific cultural, linguistic, and ethnic contexts of different regions. This is particularly crucial in contexts such as Iran, where substantial cultural, linguistic, and ethnic diversity strongly influences the formation of teachers’ professional identity.
 
Keywords
Teacher Education
Philosophy of Teacher Education
Meta-Study
Teachers’ Professional Identity (TPI)

Subjects

Ahmadi, H. (2020). An analysis on the evolution of professional identity among teacher-students in Frhangian University. Journal of Educational Research, 7(41), 96–122. [In Persian]
Alisalimi, E., Mostafaei Alaei, M., & Najjarbaghseyah, R. (2016). Past, present, and aspirational identity of English language teachers: Teaching experience and its influence on professional identity. Journal of Foreign Language Research, 6(2), 303–320. https://doi.org/10.22059/jflr.2017.209863.271 [In Persian]
Alsaleh, A., Alabdulhadi, M., Alrwaished, N. (2017). Impact of peer coaching strategy on pre-service teachers’ professional development growth in Kuwait. International Journal of Educational Research, 86, 36-49. https://doi.org/10.1016/j.ijer.2017.07.011
Alsup, J. (2006). Teacher Identity Discourses: Negotiating Personal and Professional Spaces (1st ed.). Routledge. https://doi.org/10.4324/9781410617286 
Arefnejad, S., Adib, Y., Fathi azar, E., Habibi, H. (2023). Constructing and evaluating the reliability and validity of the professional identity of teachers questionnaire. Education Strategies in Medical Sciences, 15(6), 536-545. [In Persian].
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and teacher education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001
Brouard, F., Bujaki, M., Durocher, S., & Neilson, L. C. (2017). Professional accountants’ identity formation: An integrative framework. Journal of Business Ethics, 142, 225–238. https://doi.org/10.1007/s10551-016-3157-z
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Chaula, L. (2024). Measure for clinical supervision practices as factors of predictive indicators of teachers’ professional identity development in Tanzania. Heliyon, 10(4), e25768. https://doi.org/10.1016/j.heliyon.2024.e25768
Cizek, G. J. (1995). Research news and Comment: Crunchy granola and the hegemony of the narrative. Educational Researcher, 24(2), 26-28. https://doi.org/10.3102/0013189X024002026  (Original work published 1995).
Cooper, H. M. (2017). Research synthesis and meta-analysis: A step-by-step approach (5th ed.). SAGE Publications.
Erikson, E., H. (1968). Identity, youth and crisis. New York: W. W. Norton.
Fathi, M., Sadipur, E., Ebrahimiqavam, S., & Delavar, A. (2023). Identifying the dimensions and components of teachers' professional competence and presenting a conceptual model at the level of the Islamic Republic of Iran. Journal of Islamic Education, 18(46), 125-146. [In Persian]. https://doi.org/10.30471/edu.2023.9191.2725
Finfgeld-Connett, D. (2010). Generalizability and transferability of meta-synthesis research findings. Journal of Advanced Nursing, 66(2), 246–254. https://doi.org/10.1111/j.1365-2648.2009.05250.x   
Gholampour, M. and Ayati, M. (2020). Factors Affecting the Development of a Teacher's Professional Identity: A Narrative-Research of a Teacher's Life Events. Journal of Educational Sciences, 27(2), 1-22. https://doi.org/10.22055/edus.2020.34294.3078 [In Persian]
Gore, J., Lloyd, A., Smith, M., Bowe, J., Ellis, H., Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of Quality Teaching Rounds. Teaching and Teacher Education. 68, 99-113. https://doi.org/10.1016/j.tate.2017.08.007
Graus, M., van de Broek, A., Hennissen, P., & Schils, T. (2022). Disentangling aspects of teacher identity learning from reflective blogs: The development of a category system. Teaching and Teacher Education, 111, Article 103624. https://doi.org/10.1016/j.tate.2021.103624
Hadizadeh Moghdam, A., Rezaeian, A., Yazdani, H., & Afrooz, D. (2023). The model of antecedents and consequences of national human resources development: A meta-study approach. Journal of Public Administration, 15(3), 439–471. https://doi.org/10.22059/jipa.2023.354978.3303
Hanna, F., Andre, L., & Zee, M. (2023). Student teachers’ future time perspective and teacher identity: A longitudinal study about students who will become primary school teachers. Teaching and Teacher Education, 136, 104382.‏ https://doi.org/10.1016/j.ssaho.2023.100752
Hejazi, A. (2018). Determining the dimensions and components of the identity of primary teachers of the Islamic Republic of Iran. Theory and Practice in Teachers Education, 4(6), 62-85. https://dor.isc.ac/dor/20.1001.1.26457156.1397.4.6.4.9 [In Persian]
Hoseinean, B. S., Nili, M. R., & Sharifian, F. (2020). Comparative study of the dimensions of professional development programs of elementary teachers in Iran and selected countries Journal of Research in Educational Systems, 14(49), 73–90. https://doi.org/10.22034/jres.2020.226228.1315 [In Persian]
Ivanova, I., & Skara-MincĿne, R. (2016). Development of professional identity during teacher's practice. Procedia-Social and Behavioral Sciences, 232, 529-536.‏ https://doi.org/10.1016/j.sbspro.2016.10.073
Jalali, M., Soroush, M. M., & Khomeijani Farahani, A. A. (2023). Teacher education and EFL student teachers' professional identity construction. Critical Language and Literary Studies, 20(30), 211–238. https://doi.org/10.48308/clls.2023.103683 [In Persian]    
Kincheloe, J. L. (2005). On to the Next Level: Continuing the Conceptualization of the Bricolage. Qualitative Inquiry, 11(3), 323-350. https://doi.org/10.1177/1077800405275056  (Original work published 2005)
Kohandel, M., Karami, M., Ahanchian, M. and Mermohammadi, M. (2019). Representation of Conflicts over Two Discourses Teacher Professional Development and Teacher Professional Identity in terms of Power Relations. Foundations of Education, 8(2), 13-27. https://doi.org/10.22067/fedu.v8i2.72713 [In Persian]
Khoroushi, P. (2015). Strategies for professional development of teachers in developed countries, emphasizing the importance of it in Farhangiyan University. Theory and Practice in Teachers Education, 1(1), 53-66. https://dor.isc.ac/dor/20.1001.1.26457156.1394.1.1.4.8 [In Persian] 
Leonard, J. (2023). Becoming international teachers of English: A sociomaterialist analysis of teacher identity (re) formation over time. Social Sciences & Humanities Open, 8(1), 100523.‏ https://doi.org/10.1016/j.ssaho.2023.100523
Li, B., Li, Z., & Fu, M. (2022). Understanding beginning teachers' professional identity changes through job demands-resources theory. Acta Psychologica, 230, 103760.‏ https://doi.org/10.1016/j.actpsy.2022.103760‏
Lin, X., & Huang, H. (2023). Novice teachers’ identity exploration in their relations with parents in an era of social networking sites: A case study in China. Social Sciences & Humanities Open, 8(1), 100752.‏ https://doi.org/10.1016/j.ssaho.2023.100752 
Liu, Y. (2024). “I want to be a bridge”? The digital identity positioning of transnational bloggers on Chinese social media platforms: Between ethnic differences and cultural affinities. Media, Culture & Society, 46(1), 130–147. https://doi.org/10.1177/01634437231188451   
Liu, X., Mearns, T., & Admiraal, W. (2023). Teacher-student relationship as a lens to explore teacher identity in an intercultural context. Teaching and Teacher Education, 136, 104379.‏ https://doi.org/10.1016/j.tate.2023.104379
Lutovac, S. (2020). How failure shapes teacher identities: Pre-service elementary school and mathematics teachers’ narrated possible selves. Teaching and Teacher education, 94, 103120. https://doi.org/10.1016/j.tate.2020.103120
Matsagopane, Y. D., & Tang, X. (2023). How professional status influences Botswana teachers’ self-perceived professional identity: A social symbolic interaction perspective. International Journal of Educational Research, 118, 102187. https://doi.org/10.1016/j.ssaho.2023.100672
Mahmoodi Boorang, M. and Nabaee, H. (2019). Factors Affecting Teacher Professional Identity: A Systematic Review. Teacher Professional Development, 4(1), 77-94. https://dor.isc.ac/dor/20.1001.1.24765600.1398.4.1.6.5 [In Persian]
Maroofi, Y. and Karami, Z. (2015). Lesson study, a new approach to the professional development of teachers. Journal of Educational Sciences, 22(1), 39-66. https://doi.org/10.22055/edu.2017.10347.1044 [In Persian]   
Mehrmohammadi, M. (2025). Artificial Intelligence and the Future of Teaching Profession. Curriculum Studies in Teacher Education & Development, 1(1), 4-14. http//doi.org/ 10.22034/jcsted.2025.496571.1011  [In Persian]
Mehrmohammadi, M., & Bagheri Noaparast, K. (2024). Roundtable review of the book Narrative Research in Educational Sciences [Review of the book Narrative Research in Educational Sciences]. Telegram. https://telegram.me/khosrowBagheri
Moghimi, A., Parsamehr, M. and Ruhani, A. (2023). From Motivations to Fears: Exploration of Teachers’ Professional Identity in Yazd City. Strategic Research on Social Problems, 12(1), 37-66. https://doi.org/10.22108/srspi.2023.137432.1899  [In Persian]
Mohammadnejad Shorkaiy, M., Jashniy Arani, M., & yazdani, H. (2012). Meta analysis of research conducted in the field of factors affecting customer satisfaction, Journal of Business Management Perspective.10 (2). 141- 164. [in Persian]
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., … & Tetzlaff, J. M. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Paterson, B. L., Thorne, S. E., Canam, C., & Jillings, C. (2001).  Meta-study of qualitative health research. SAGE Publications, Inc.  https://doi.org/10.4135/9781412985017 
Rastegari, N., soliemanian, E., ghasemshirazi, S. and Sabahi, F. (2023). Representation of the professional identity of student teachers of Farhangian University during the course of their University Education. Teacher Professional Development, 8(3), 79-103. https://doi.org/10.48310/tpd.2024.15361.1556  [In Persian] 
Rezaa’ee, M. (2020). Identification and Validation of Teachers’ Professional Competencies based on Educational Reform Documents. Journal of Education, 36 (1), 63-82. https://dor.isc.ac/dor/20.1001.1.10174133.1399.36.1.1.5  [In Persian]
Richter, E., Brunner, M., & Richter, D. (2021). Teacher educators’ task perception and its relationship to professional identity and teaching practice. Teaching and Teacher Education, 101, 103303.‏ https://doi.org/10.1016/j.tate.2021.103303
Rinne, I., Lundqvist, U., Johannsen, B. F., & Yildirim, A. (2023). “When you get out there, you don't have a toolbox”. A comparative study of student teacher's identity development in Swedish and Danish teacher education. Teaching and Teacher Education, 122, 103958.‏ https://doi.org/10.1016/j.tate.2022.103958
Ruohotie-Lyhty, M., Aragão, R. C., & Pitkänen-Huhta, A. (2021). Language teacher identities as socio-politically situated construction: Finnish and Brazilian student teachers’ visualisations of their professional futures. Teaching and Teacher Education, 100, 103270. https://doi.org/10.1016/j.tate.2020.103270
Rushton, E. A., Rawlings Smith, E., Steadman, S., & Towers, E. (2023). Understanding teacher identity in teachers’ professional lives: A systematic review of the literature. The Review of Education, 11(2), e3417. https://doi.org/10.1002/rev3.3417
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. M. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Routledge. https://doi.org/10.4324/9780203012529
Sandelowski, M. and Barroso, J. (2007) Handbook for Synthesizing Qualitative Research. Springer Publishing Company.
SarkarArani, M. (2014). Curriculum change for improving education. Teacher Development Magazine, 8(1), 34-37. [In Persian]
Schaap, H., van der Want, A. C., Oolbekkink-Marchand, H. W., & Meijer, P. C. (2021). Changes over time in the professional identity tensions of Dutch early-career teachers. Teaching and Teacher Education, 100, 103283.‏ https://doi.org/10.1016/j.tate.2021.103283
Shamloo, S. (2009). Schools and Theories in Personality Psychology. Tehran: Roshd. [In Persian]
Siasi, A. (1990). Theories of Personality or Schools of Psychology. Tehran: Tehran University Press. [In Persian]
Ministry of Education of the Islamic Republic of Iran. (2011). Fundamental reform document of education (FRDE) in the Islamic Republic of Iran. http://en.oerp.ir/sites/en.oerp.ir/files/sandtahavol.pdf
Vuori, L. (2015). WHO AM I? : The Teacher Identity Construction of Student Teachers (Master’s thesis, University of Jyväskylä).
Walsh, D., & Downe, S. (2005). Meta-synthesis method for qualitative research: a literature review. Journal of advanced nursing, 50(2), 204–211. https://doi.org/10.1111/j.1365-2648.2005.03380.x
Yaridehnavi, M. and shafiei, N. (2021). An analysis of student-teacher lived experiences of professional identity interaction and their personal educational philosophy. Islamic Perspective on Educational Science, 9(16), 235-263. https://dor.isc.ac/dor/20.1001.1.24237396.1400.9.16.12.4 [In Persian]
Yasavol, N., pourshafei, H., Momenimahmouei, H., Akbari, A. (2024) .The professional development process of teachers in schools (requirements, platforms and challenges). Journal of Education and Training Excellence. , 3(2), 1-14. [In Persian]
Yue, W., Yan, L., & Yang, Y. (2024). How exactly do teachers’ identities develop in the study travel?—A grounded theory study from China. Teaching and Teacher Education, 144, 104605.‏ https://doi.org/10.1016/j.tate.2024.104605
Zen, S., Ropo, E., & Kupila, P. (2022). International teacher education programme as a narrative space for teacher identity reconstruction. Teaching and Teacher Education, 109, 103527.‏ https://doi.org/10.1016/j.tate.2021.103527
Zhang, L., & Hwang, Y. (2023). “Should I change myself or not? : Examining (Re) constructed language teacher identity during the COVID-19 pandemic through text-mining. Teaching and teacher education. 127, 104092.‏ https://doi.org/10.1016/j.tate.2023.104092
Curriculum Studies in Teacher Education & Development
Volume 1, Issue 2
Summer 2025
Pages 22-43