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

Abstract

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.

An In-depth Qualitative Study of Teachers’ Role Identities: A Case of Iranian EFL Teachers

“…The findings of the present study again highlight the previous findings of Sahragard and Sadeghi (2017) study. They also argued that teachers' role identities should not be viewed from just one dimension.…”

“…Also, as elaborated by Miller (2009), some aspects of teacher's role identity are still undiscovered. Besides, current empirical studies reveal that most EFL teachers in Iran neither know about the fundamental criteria for being a professional teacher, nor do they try to identify their multi-dimensional role as a professional teacher (Sahragard & Sadeghi, 2017). There is an increasing focus on teacher professional identity in education globally.…”

Narrative Analysis in English Language Teachers’ Professional Identity Research: A Review

“…Another recurrent feature manifest in the research practice is division among researchers in terms of their perceived notion of meaningmaking. Researchers such as Kayi-Aydar (2015), Li (2020), andSahragard (2017), among others, have not reported the process of story generation, particularly the role of researchers in storying and participants' say in restorying. From this, we could infer that the researchers have conceived meaning-making as a separate process from story generation.…”