Teacher Professional Identity in Physical Education: an integrative literature review

In recent decades, the teaching profession, as a result of changes in the professional space and post-Bologna training processes, has been the target of multiple transformations emerging in the reconfiguration of teachers' professional identities, which is why it is important to provide knowledge about its construction process. The purpose of this review is to understand how the Professional Teacher Identity in Physical Education is built and to identify the elements that contribute to its construction. The review was carried out in the Dialnet databases between 2010 and 2022 using the as keywords: Professional Identity and Physical Education, in Spanish or Portuguese in peer-review academic journals. 18 research papers were selected among 54 identified that where submitted to a thematic analysis. Three themes were identified: i) professional teaching identity construction (9 studies), ii) elements that contributed to teacher professional identity (3 studies), iii) construction and elements related to teacher professional identity (6 studies). The findings suggest that teacher professional identity is building from personal, social and professional interactions within a dynamic and progressive process during initial training and professional practices influenced by previous experiences.