Characterising the Literature on Science Teacher Identity: A Bibliometric Study
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Abstract
This article reports a bibliometric analysis of 44 articles chosen from 55 articles on science teacher identity studies, published in the Scopus database from 2011 to 2019. The study analysed the trend of science teacher identity based on the number of citations, publication year, country contribution, and co-occurrence of keywords in these journal articles. This study showed that there was an increase in the publication of the topic of identity for science teachers in the last ten years. The results of the analysis showed that studies related to science teacher identity had been carried out in various countries where the United States is the country with the most contributions. We also identified core research topics concerning science teachers’ identity, such as identity development, professional identity, identity context and implication, which receive more attention than the other topics. This study concluded with suggestions for future projects to consider exploring the intersection of agency and practical work with identity and between social categories, especially in elementary education.
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