EIL, Iranian Teachers’ Professional Identity and Perception of Professional Competence

Masoumpanah, Zahra; Zarei, Gholam Reza

doi:10.1016/j.sbspro.2014.03.522

Cited by 11 publications

(13 citation statements)

References 13 publications

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“…The results of his study indicated that Iranian EFL teachers shifted: (a) from conformity to critical autonomy; (b) from no orientation to transformative orientation; (c) and from a linguistic view to an educational view in their education. In another study in Iran, Masoumpanah and Zarei (2014) obtained the results from their study that Iranian EFL teachers had a great sense of professional competence and identity in their own language teaching. In this study, Iranian EFL teachers perceived their teaching as a respectable job in the society and they had a tendency toward 'standard English' which influenced on their professional identity.…”

Section: Review Of Literaturementioning

confidence: 99%

Exploring Teachers' Role Identity among Iranian EFL Teachers: A Narrative-based Research

Sahragard

Sadeghi

2017

Int. J. Appl. Linguist. Engl. Lit.

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The aim of this study was to explore the concept of role identity among Iranian English language teachers. Narrative inquiry was adopted as an approach of the study. Twenty-one Iranian English language teachers from three educational contexts (university, school, and institute) were interviewed and provided their written narratives. Then, the collected data were analyzed through thematic analysis and credibility and trustworthiness of the data were ensured through data triangulation and coding agreement. Results of the study revealed that Iranian EFL teachers conceptualized their role identity from multi-dimensional perspectives, including managerial, professional, and socio-cultural perspectives. The findings also showed that thirteen sub-role identities were explored and emerged under three main themes of role identity for Iranian EFL teachers. The three main themes included teachers' role identity as manager, professional, and acculturator and the thirteen sub-role identities consisted of 'knowledge transmitter, trader, juggler, interaction supervisor, promoter, arbiter, entertainer, pundit, collaborator, learner, social panacea, cultural adapter, and tutelageprovider'. The results of the current study can be useful for policy makers, teacher educators, and evaluators to have a better judgment and make appropriate decisions about teachers. Finally, the limitation of the study along with suggestion for the further research were also discussed.

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Section: Review Of Literaturementioning

confidence: 99%

Exploring Teachers' Role Identity among Iranian EFL Teachers: A Narrative-based Research

Sahragard

Sadeghi

2017

Int. J. Appl. Linguist. Engl. Lit.

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“…Recently, a number of researchers have worked on various dimensions of this issue (e.g., Masoumpanah & Zarei, 2014;Beauchamp & Thomas, 2009;Sachs, 2001;Kao & Lin, 2015). In line with these studies, this paper investigated the profile of EFL teachers' professional identity.…”

Section: Discussionmentioning

confidence: 99%

“…Teachers' adequacy, professional advancement, and acknowledgment for change may likewise be influenced by their professional identity (Beijaard, Verloop, & Vermunt, 2000;Masoumpanah & Zarei, 2014). Guideline gets to be effectiveness situated, which undermines the identity of teachers and along these lines undermines their inspiration and adequacy.…”

Section: Introductionmentioning

confidence: 99%

“…Guideline gets to be effectiveness situated, which undermines the identity of teachers and along these lines undermines their inspiration and adequacy. It is also believed that "the formative years' experience and students' preferences in learning English were primary factors that influenced teachers' professional identity and their sense of subject competence and these formed influential factor in the interaction between professional identity and teachers' attitudes towards the notion of EIL" (Masoumpanah & Zarei, 2014, p. 1106. Kao and Lin (2015) reviewing the literature on the professional identity of teachers came up with two categories conceptualizing various aspects of teacher identity: (1) formation and development of teachers' professional identity and (2) identification of characteristics of teachers' professional identity (Rus, Tomşa, Rebega, & Apostol, 2013).…”

Section: Introductionmentioning

confidence: 99%

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The Dynamism of Teachers’ Identity: The Case of Iranian EFL Teachers

Ghanizadeh¹,

Ostad²

2016

SUET

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Recent conceptualizations of professional identity as an ongoing process of interpretation and re-interpretation of experiences demonstrate that it is dynamic and subject to an ongoing learning process. In effect, identity is essentially viewed as fluid, dynamic, recursive, and discursive process in which statements about actions are translated into statements about states, and vice versa. Having these standpoints in mind, the present paper aims at depicting the profile of English as a foreign language (EFL) teachers' professional identity. The second purpose of this study is to examine the relationships among the components of teachers' professional identity as measured by Kao and Lin's (2015) model comprising six latent factors of teachers' professional identity: self-expectation (SE), teachers' duties (TD), external influential factors (EF), pedagogy (PE), instructional skills and knowledge (SK), and teachers' citizenship behavior (CB). This study also sought to scrutinize the dynamics of teachers' identity in accordance with their teaching experience, gender, and educational level. For these purposes, 110 EFL teachers were chosen from different language institutes in Mashhad, a city in northeastern Iran. The results indicated that SE received the highest value and EF obtained the lowest mean score in our sample. The highest correlation was observed between SK and PE, followed by the relationship between TD and PE. The results indicated that there were significant correlations between teachers' teaching experience and all the teachers' identity components. It was also found that there were statistically significant differences between male and females in four components of identity as follows: TD, PE, SK, and CB. The results showed that there were variations in teacher identity with regards to their educational level.

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“…Masoumpanah and Zarei (2014) analyzed English teachers' professional identity and investigated "how the notions of EIL interact with Iranian language teachers' identity" (p. 1100). The researchers found that teachers "had a strong sense of professional identity.…”

Section: Literature Reviewmentioning

confidence: 99%

Teachers’ Perceptions of the New English Textbooks in Iranian Junior High Schools

Ebrahimi¹,

Sahragard²

2017

The Journal of AsiaTEFL

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EIL, Iranian Teachers’ Professional Identity and Perception of Professional Competence

Cited by 11 publications

References 13 publications

Exploring Teachers' Role Identity among Iranian EFL Teachers: A Narrative-based Research

Exploring Teachers' Role Identity among Iranian EFL Teachers: A Narrative-based Research

The Dynamism of Teachers’ Identity: The Case of Iranian EFL Teachers

Teachers’ Perceptions of the New English Textbooks in Iranian Junior High Schools

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