Professional identity among teachers with migration background: a systematic narrative review

Migration processes contribute to shaping the professional identity of teachers. However, the identity of teachers with migration background remains underexplored within the broader field of teacher professional identity research. A review of empirical studies of professional identity among teachers with migration background can contribute to the development of teacher professional identity research. It also has implications for policy and practice. This article reviews professional identity research conducted among teachers with migration background. Focus of the review is on: (i) the research methodologies employed, (ii) how language may relate to the professional identities of the teachers, and (iii) how identity is conceptualised beyond language. Through a systematic narrative review involving two search phases, 45 relevant studies were identified. We found that, first, research in the field is overwhelmingly qualitative, privileging teachers’ narratives and lived experiences. Second, we found that language tends to operate as a vehicle throughout which professional identities are recognised and contested. Third, professional identity is commonly conceptualised in the research as ongoing processes of negotiation, biography and recognition. This review seeks to advance research on professional identity among teachers with migration background and to inform national and institutional efforts to support and retain these teachers in their countries of settlement. The article concludes with a discussion of directions for future research and practical suggestions for recognising and enhancing the professional competence of teachers with migration background.