Exploring the Professional Identity of the Iranian English Teachers: The Case of English Institutes of Iranshahr (original) (raw)
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Journal Article, 2018
The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers’ perceptions of professional identity and current teachers’ self-perceptions. To meet the end, the researchers applied the Teachers’ Professional Identity Questionnaire, by Hasegawa and Kudomi, which contains 48 items on a four-point Likert system. This questionnaire was distributed among 440 Iranian professionals who had majored in one of the majors related to English language. After collecting the data, the researchers tapped them into SPSS software and analyzed them statistically. A Mann-Whitney test on the scores of the two groups of participants highlighted a statistically significant difference. Hence, data analysis indicated that there is a statistically significant difference between the prospective teachers’ perceptions of professional identity and the current teacher’s self-perceptions.
A Comparative Study on the Professional Identity of Current and Prospective Teachers
International Journal of Virtual and Personal Learning Environments, 2018
The main purpose of this study was to probe whether or not there is a statistically significant difference between the prospective teachers' perceptions of professional identity and current teachers' self-perceptions. To meet the end, the researchers applied the Teachers' Professional Identity Questionnaire, by Hasegawa and Kudomi, which contains 48 items on a four-point Likert system. This questionnaire was distributed among 440 Iranian professionals who had majored in one of the majors related to English language. After collecting the data, the researchers tapped them into SPSS software and analyzed them statistically. A Mann-Whitney test on the scores of the two groups of participants highlighted a statistically significant difference. Hence, data analysis indicated that there is a statistically significant difference between the prospective teachers' perceptions of professional identity and the current teacher's self-perceptions.
Teacher professional identity (TPI) is a characteristic of a teacher, which should be developed in a long, consistent, and progressive process and usually shapes in any specific educational and social context. In addition to several factors influencing TPI, such as university education and empowerment courses, experience seems to play a significant role. Moreover, the role of psychological factors is highly undeniable in the formation and development of TPI. Attributional style (AS) is defined as the consistent way by which people can explain the reasons for the occurrence of good or bad events. Besides considering ASs as one of the crucial variables for academic success, it can be regarded as one of the aspects of shaping one's identity in general and the teacher's identity in particular. In order to study the relationship between AS and TPI of teachers regarding their experience, two questionnaires were distributed among 317 Iranian English as foreign language (EFL) teachers, and about 80% returned them. The researchers ran correlational analyses and they came up with a positive and significant relationship (p = 0.04) between TPI and teacher attributional styles (TASs) of teachers. Moreover, experienced teachers proved to have a significant difference from novice teachers regarding their TPIs. The findings of this study would hopefully be advantageous for teacher educators to educate pre-service teachers by ways of constructing identity, and they may be applicable for Iranian EFL teachers to know and focus on different aspects of their professional identity. Moreover, they learn how to manage the intervening factors and shape and empower different domains of their PI, such as teaching experience, by means of exploring and knowing their ASs.
Conceptualizing the Understanding of Professional Identity in Teacher’s Career
European Scientific Journal, 2014
The article deals with the research designed as the Grounded Theoryto explore and conceptualize the practising teachers' perception of their professional identity. The practising teachers -master students of the professional master study programme "Teacher" study module "Education for Well-being and Cohesion" taking the course "Educator's Professional Identity and Pedagogic Mastery" were chosen to help to formulate the theory. Analogies (metaphors) and narrative essays have been used as the techniques for identifying concepts. Making associations, brainstorming, coding, making concepts, conceptual sorting in categories, memoing and outlining theories was the procedure how teachers conceptualized the various elements used to construct professional identity.Word frequency list and keyword-in-context list techniques were used to carry out computer-aided content analysis and represented by the help of Wordle.net -the tool for generating "word clouds" from text that is provided. The outcome of this research is the content of teachers' professional identity discussed and analysed in the light of various theories and in close link with the concepts of "professional career", "personality development", "career" and "self-concept". Based on the keywords provided by teachers, the teacher's professional identity structure consisting of 4 components: professional "self-concept", harmony of professional identity, successful self-determination and creative professional activity was elaborated by adding criteria notions, as well as the content analyses of teachers' narratives was used to identify professional identity development statuses.
An English Teacher's Professional Identity Development: The Effect of Educational Policies
Journal of Modern Research in English Language Studies, 2018
A fundamental aspect of teacher socialization and development is the construction and maintenance of vivid and strong professional identity. As a multi-layered and dynamic phenomenon, teacher identity is affected by diverse range of social and institutional factors. Aiming to add to the growing literature on teacher identity, the current study examined the effects of language teaching policies on an English teacher"s identity development. Following narrative approach which is the dominant paradigm in identity research, the stories of an English teacher obtained through semi-structured interview were examined. The teacher"s narratives and accounts of his teaching experiences were analyzed through constant comparative approach which produced five main themes including lack of teacher autonomy, the effect of macro political concerns on language teaching, movement towards communicative language teaching, lack of resources, and inappropriate student placement strategies. The results indicated that every single language teaching policy shaped and reshaped the teacher"s understanding of himself.
2021
There have been some researches on the way teacher identities are (re)constructed; however, the study which investigatesthe improvement of the identity through the shift in language teaching has not been conducted. Thus the present qualitative study set out to investigate Iranian EFL teachers’ professional development who had been teaching either Arabic or Persian languages for more than six years prior to entering the English language teaching profession. Eleven Iranian in-service teachers took part in the study through purposeful sampling. For the purpose of the data collection, in-depth interviews, teachers’ narratives, and focus group interviews were used. The thematic analysis of the data through the Identity Theory (Burke & Stets, 2009) perspective revealedthree main themes: identity shift,identity development, and productive identity. The results indicate that teachers' professional learning requires rebuilding identity perception, and constructing a new identity will lea...
Teaching and teacher education, 2000
The purpose of this study was to investigate experienced secondary school teachers' (N"80) current and prior perceptions of their professional identity. A questionnaire was used to explore the way teachers see (and saw) themselves as subject matter experts, didactical experts, and pedagogical experts. The teachers currently see their professional identity as consisting of a combination of the distinct aspects of expertise. Most teachers' current perceptions of their professional identity reportedly di!er signi"cantly from their prior perceptions of this identity during their period as beginning teachers. On the basis of their current perceptions of their professional identity, "ve groups of teachers could be distinguished. These groups had di!erent learning experiences throughout their careers for each aspect of expertise. Also, teachers from di!erent subject areas did not undergo the same changes in their perceptions of their professional identity. The di!erences among the groups in teachers' current perceptions of professional identity were not related to contextual, experiential, and biographical factors that might in#uence these perceptions.
This study aims to investigate the Arabic, Science and Physical Education supervisors' perspectives regarding the level of professional identity features possessed by teachers of the aforementioned three subjects in the Omani context. The sample consisted of 225 supervisors who are working in the Arabic, Science or Physical Education sectors. Data was collected via a questionnaire comprising a list of professional identity features divided into four domains. The results demonstrated that supervisors in the three subjects indicated that teachers under their supervision possess a high level of professional identity features in the "school development" domain while they possess a moderate level of professional identity features in the three other domains: "teaching and learning", "student development" and "professional and personal growth". In addition, the results revealed no statistical significant differences according to supervisors' gender and experiences. However, the results showed that Physical Education teachers possessed more professional identity features than their counterparts across all domains. Recommendations for future research were proposed based on the study results.
An Investigation of Turkish EFL Teachers' Perceptions of Professional Identity
Çağ Üniversitesi Sosyal Bilimler Dergisi, 2021
Teacher professional identity molds teachers' interpretation of their roles, educational reforms, changes in curricula, classroom practices, use of methods and techniques, and their relation to other significants in the educational context. From this point of view, this study aimed to find out Turkish EFL teachers' perceptions of professional identity in relation to their commitment to 'student needs', 'school issues', and 'personal growth and development'. This research also attempted to explore whether there was a significant difference in terms of teachers' perceptions of professional identity according to various variables. The data were gathered from 200 EFL teachers. In this mixed method research, Teacher Professional Identity Scale and semi-structured interview questions were used to collect data. For quantitative data, descriptive, inferential, and correlational statistics were used while content analysis was carried out for qualitative data. The results unearthed that Turkish EFL teachers had a very strong professional identity and were mostly committed to personal growth and development, student needs, and school issues, respectively. Moreover, it was found that female teachers had a stronger identity and were more committed.