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The resolution of identity tensions has become an important theme in language teacher identity development, but an identity tension approach to language teacher researcher identity is missing from the literature. This systematic literature review examines the inherent tensions and conflicts in teacher researcher identity development. A search across multiple academic databases yielded studies that problematize identity conflicts and tensions. We reviewed a total of 25 studies published between 2008 and 2024 and analysed how challenges related to teachers’ engagement in research shape the experiences of teachers who engage in various forms of research. After compiling a list of tensions across studies, the authors used thematic analysis to determine three categories of tensions: those relating to the research itself, teacher researchers, and institutions. The review highlights the contextualized nature of tensions, which depend on factors such as the type of institution, teacher profile, and the purpose of the teacher research (TR) (e.g. formal or informal teacher education), and underlines that tensions can interact in complex ways, across the three levels. Further analysis revealed sub-categories with each level and found important sub-themes of conceptual tensions relating to teachers, and values-related and resource-related tensions associated with institutions. The review points to the relationship between these key sub-themes, and the role of the institution in providing the practical and motivational support to counteract the cognitive dissonance caused by challenges, and enable teachers to take on researcher identities. The review also underlines a need for a partnership between teachers and institutions, and a three-point strategy is proposed, setting out the responsibilities of each side.
Mumford et al. (Mon,) studied this question.