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1- Iran University of Science and Technology
2- Iran University of Science and Technology ،mah_taghizadeh@iust.ac.ir
3- University of Kurdistan
2- Iran University of Science and Technology ،
3- University of Kurdistan
چکیده: (320 مشاهده)
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.
واژههای کلیدی: professional development، professional identity، language teacher professional identity، disciplinary identity، communities of practice
نوع مقاله: مقالات علمی پژوهشی |
موضوع مقاله:
تربیت معلّم
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