Özet:

Teacher identity has an important place in professional development, especially in teacher education. Although the researches have often focused on teacher identity development and teacher self-perception, there are very limited studies on self-development in teacher identity and Dialogical Self Theory. Dialogical Self Theory, which offers opportunities for teacher self-development, makes important contributions to identity development, starting with the change in the teacher's self. Since there are few studies on Dialogical Self Theory and teacher identity in the literature, it is thought that knowing the trends of empirical studies will contribute to both Dialogical Self Theory and teacher identity researches. The aim of the paper is to present a systematic review of Dialogical Self Theory conducted on teacher identity. According to the inclusion and exclusion criteria determined in this study, 19 articles and 1 thesis were determined. The literature review was conducted using “Research Tendency Form" for the orientations of the studies. The "Conclusion and Suggestion Review Form" was also used for the results-recommendations. In the analysis of the data, descriptive content analysis was used and the tendencies of the studies and the results and suggestions gathered under 8 themes were reported. It was concluded that in the trends of the researches, the years of the studies are mainly in 2021 and qualitative research methods are preferred as the research method. Also, it was found out that the results and recommendations of the researches focus on the themes of Dialogical Self Theory, identity, internal self, external self, multiple I-position, teacher education and strategies.

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