Pre‐service mathematics teachers' professional identities: A systematic literature review

Abstract In response to teacher shortages, short‐track teacher education programmes have been established for those with academic degrees in mathematics, who often bring their prior professional identities into teacher education. Given the limited time available to pre‐service teachers, teacher education becomes critical in challenging individuals from diverse backgrounds, supporting them to shape their professional identities in teaching mathematics. Exploring methods and the conceptualisation of identity in research, along with the contributions of major findings from research, is important for providing insights into teacher education. This systematic literature review on pre‐service mathematics identity analyses the methods, conceptualisations, and major findings of 20 studies selected from the Educational Research Complete and ERIC EBSCO databases. A multistep selection process identified research studies from the databases, employing a meta‐analytical (PRISMA) flowchart, followed by thematic analysis. The studies are mostly small‐scale and present diverse conceptualisations of identity. Major findings suggest that professional identity development among pre‐service mathematics teachers encompasses several fundamental aspects. These include attitudes toward teaching and learning mathematics, personal beliefs about the role of a teacher, and considerations of various pedagogical strategies involving teaching approaches. Furthermore, the results show that development of teachers' identities in the context of mathematics education is influenced by a complex interplay of these foundational elements. Understanding, recognising and challenging these aspects of a mathematics teacher's identity is crucial for preparing future mathematics teachers to meet the diverse needs of students and navigate the challenges of the teaching profession. Context and implications Rationale for this study: This study systematically reviews research on pre‐service mathematics teacher identity, analysing conceptualisations, research methods, and key findings. Why the new findings matter: Understanding pre‐service mathematics teachers' professional identity development is essential for effective teacher education, encompassing attitudes, beliefs, and pedagogical strategies. Implications for educational researchers and policy makers: The study highlights that pre‐service teachers' identity development is shaped by foundational factors such as attitudes, beliefs, pedagogical considerations, and interactions with others in varying contexts. These elements are crucial for supporting and challenging pre‐service teachers as they navigate their development within a limited timeframe. Moving forward, teacher education programmes should integrate both precise definitions and flexible frameworks to better address the diverse backgrounds and needs of pre‐service mathematics teachers, fostering their growth and professional identity.