English Language Teacher Professional Identity: Exploring EFL Teachers’ Views

نوع مقاله : مقالات علمی پژوهشی

نویسندگان
1 Iran University of Science and Technology
2 University of Kurdistan
چکیده
Language teacher professional identity refers to each individual’s understanding of their identity, helping them prepare for their professional lives and is affected by different factors. This study thus explored the reasons why language teachers chose this profession, their perceptions of the notion of language teacher professional identity (LTPI), the influential factors in the formation or change of professional identity, and the contribution of communities of practice. A 37-item questionnaire along with five open-ended questions was developed and administered to 109 English language teachers studying Teaching English as a Foreign Language (TEFL) at Iran University of Science and Technology (IUST). The outcome of the study revealed that language teachers perceived their professional identity mostly related to students, self-knowledge and awareness, and practice into knowledge. They stated that students, context, and disciplinary knowledge could greatly cause constant change in the progression and formation of professional identity. The research could shed more light into the improvement of language teachers’ professional development and teacher education programs.

کلیدواژه‌ها

موضوعات


Barkhuizen, G. (2017). Reflections on language teacher identity research. Routledge.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128. https://doi.org/10.1016/j.tate.2003.07.001.
Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749-764. doi: 10.1016/S0742-051X (00)00023-8.
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81-109. doi: 10.1017/s0261444803001903
Bressler, C., & Rotter, C. (2017). The Relevance of a Migration Background to the Professional Identity of Teachers. International Journal of Higher Education, 6(1), 239-250.
Brown, R., & Heck, D. (2018). The construction of teacher identity in an alternative education context. Teaching and Teacher Education, 76, 50-57.
Bukor, E. (2015). Exploring teacher identity from a holistic perspective: Reconstructing and reconnecting personal and professional selves. Teachers and Teaching, 21(3), 305-327. doi: 10.1080/13540602.2014.953818
Burke, P. J. (2006). Contemporary social psychological theories. Stanford University Press.
Burn, K. (2007). Professional knowledge and identity in a contested discipline: Challenges for student teachers and teacher educators. Oxford review of education, 33(4), 445-467. doi: 10.1080/03054980701450886
Cheung, H. Y. (2008). Measuring the professional identity of Hong Kong in‐service teachers. Journal of In‐service Education, 34(3), 375-390. doi: 10.1080/13674580802003060
Chien, C. W. (2016). Pre-service English teachers' professional identity construction through lesson design and delivery of English remedial education. Journal of Teacher Education and Professional Development, 9(1), 1-26. doi: 10.3966/207136492016040901001
Colliander, H. (2018). The experienced newcomer-The (trans) forming of professional teacher identity in a new landscape of practices. Teaching and Teacher Education, 69, 168-176. doi: 10.1016/j.tate.2017.10.012
Cross, R., & Gearon, M. (2007). The confluence of doing, thinking and knowing: Classroom practice as the crucible of foreign language teacher identity. In Dimensions of professional learning (pp. 53-67). Brill.
Cummins, J. (2011). Identity matters: From evidence-free to evidence-based policies for promoting achievement among students from marginalized social groups. Writing and Pedagogy, 3(2), 189-216. doi: 10.1558/wap.v3i2.189
Edwards, E., & Burns, A. (2016). Language teacher-researcher identity negotiation: An ecological perspective. TESOL Quarterly, 50(3), 735-745. doi: 10.1002/tesq.313
Enyedy, N., Goldberg, J., & Welsh, K. M. (2006). Complex dilemmas of identity and practice. Science Education, 90(1), 68-93. doi: 10.1002/sce.20096
Golombek, P., & Doran, M. (2014). Unifying cognition, emotion, and activity in language teacher professional development. Teaching and Teacher Education, 39, 102-111. doi: 10.1016/j.tate.2014.01.002
Goodwin, A. L. (2010). Globalization and the preparation of quality teachers: Rethinking knowledge domains for teaching. Teaching Education, 21(1), 19-32. doi: 10.1080/10476210903466901
Han, I. (2017). Conceptualisation of English teachers’ professional identity and comprehension of its dynamics. Teachers and Teaching, 23(5), 549-569. doi: 10.1080/13540602.2016.1206525
Hanna, F., Oostdam, R., Severiens, S. E., & Zijlstra, B. J. (2019). Domains of teacher identity: A review of quantitative measurement instruments. Educational Research Review, 27, 15-27. doi: 10.1016/j.edurev.2019.01.003
Hooper, D., Coughlan, J., & Mullen, M. R. (2008). Structural equation modelling:
Guidelines for determining model fit. The Electronic Journal of Business Research
Methods, 6(1), 53–60.
Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and teacher Education, 26(8), 1530-1543. doi: 10.1016/j.tate.2010.06.003
Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure
analysis: Conventional criteria versus new alternatives. Structural Equation Modeling,
6(1), 1–55. doi:10.1080/10705519909540118
Huang, Y. T., & Guo, M. (2019). Facing disadvantages: The changing professional identities of college English teachers in a managerial context. System, 82, 1-12. doi: 10.1016/j.system.2019.02.014
Izadinia, M. (2013). A review of research on student teachers' professional identity. British Educational Research Journal, 39(4), 694-713. doi: 10.1080/01411926.2012.679614
Izadinia, M. (2015). A closer look at the role of mentor teachers in shaping preservice teachers' professional identity. Teaching and Teacher Education, 52, 1-10. doi: 10.1016/j.tate.2015.08.003
Johnson, K. E. (2006). The sociocultural turn and its challenges for second language teacher education. TESOL quarterly, 40(1), 235-257. doi: 10.2307/40264518
Karimi, M. N., & Mofidi, M. (2019). L2 teacher identity development: An activity theoretic perspective. System, 81, 122-134. doi: 10.1016/j.system.2019.02.006
Kelchtermans, G. (2018). Professional self-understanding in practice: Narrating, navigating and negotiating. Research on teacher identity: Mapping challenges and innovations, 229-240.
Luttenberg, J., & Bergen, T. (2008). Teacher reflection: The development of a typology. Teachers and teaching, 14(5-6), 543-566. doi:10.1080/13540600802583713
Mockler, N. (2011). Beyond ‘what works’: Understanding teacher identity as a practical and political tool. Teachers and teaching, 17(5), 517-528. doi:10.1080/13540602.2011.602059
Motallebzadeh, K., & Kazemi, B. (2018). The relationship between EFL teachers’ professional identity and their self-esteem. Cogent Education, 5(1), 1443374. doi:10.1080/2331186x.2018.1443374
Nguyen, C. D. (2016). Metaphors as a window into identity: A study of teachers of English to young learners in Vietnam. System, 60, 66-78.doi: 10.1016/j.system.2016.06.004
Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher education quarterly, 35(3), 23-40.
Olsen, B. (2012). Identity theory, teacher education, and diversity. Encyclopedia of diversity in education, 1, 1123-1126. https://doi.org/10.4135/9781452218533
Olsen, B. (2016). Knowledge, learning, and identity for teachers. Teaching for success: Developing your teacher identity in today’s classroom. Routledge,
Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher's life. San Francisco: Jossey-Bass.
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC journal, 47(1), 5-23. doi: 10.1177/0033688216631219
Raman, Y., & Çavuşoğlu, Ç. (2019). I want to shout “like a man”: Gendered discourses among EFL teachers. System, 82, 74-82.doi: 10.1016/j.system.2019.03.003
Reeves, J. (2018). Teacher identity. The TESOL Encyclopedia of English Language Teaching.
Richards, J. C. (2010). Competence and performance in language teaching. RELC journal, 41(2), 101-122.
Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In Handbook of research on teacher education (pp. 732-755). Routledge.
Rodrigues, L. D. A. D., de Pietri, E., Sanchez, H.S., & Kuchah, K. (2018). The role of experienced teachers in the development of pre-service language teachers’ professional identity: Revisiting school memories and constructing future teacher selves. International Journal of Educational Research, 88, 146-155. doi: 10.1016/j.ijer.2018.02.002
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In Connecting policy and practice (pp. 5-21). Routledge.
Sadeghi, M., & Sahragard, R. (2016). A questionnaire and model of role identity for Iranian English language teachers: A structural equation modeling. Journal of Language Teaching and Research, 7(6), 1153. doi: 10.17507/jltr.0706.13
Sharkey, J. (2004). ESOL teachers' knowledge of context as critical mediator in curriculum development. TESOL quarterly, 38(2), 279-299. doi: 10.2307/3588381
Singh, G., & Richards, J. C. (2006). Teaching and learning in the language teacher education course room: A critical sociocultural perspective. RELC journal, 37(2), 149-175.doi: 10.1177/0033688206067426
Tan, C. P., Van der Molen, H. T., & Schmidt, H. G. (2017). A measure of professional identity development for professional education. Studies in Higher Education, 42(8), 1504-1519. doi: 10.1080/03075079.2015.1111322
Tao, J. T., & Gao, X. A. (2018). Identity constructions of ESP teachers in a Chinese university. English for specific Purposes, 49, 1-13. doi: 10.1016/j.esp.2017.09.003
Zhang, Q., Clarke, A., & Lee, J. C. K. (2018). Pre-service teachers’ professional identity development within the context of school-based learning to teach: An exploratory study in China. The Asia-Pacific Education Researcher, 27, 477-486. doi: 10.1007/s40299-018-0408-z

مقالات آماده انتشار، پذیرفته شده
انتشار آنلاین از 22 تیر 1404