The Relationship between Iranian English Language Teachers’ Professional Identity and Teacher Cognition in their Professional Development: A Quantitative Study
الموضوعات : Journal of Studies in Learning and Teaching EnglishNajme Bagheri 1 , Mohammad Reza Esfandiari 2 , Forough Rahimi 3
1 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
2 - Department of Foreign Languages, Shiraz Branch, Islamic Azad University, Shiraz, Iran
3 - Department of English Language, School of Paramedical Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
الکلمات المفتاحية: Teacher cognition, teacher professional identity, teacher professional development,
ملخص المقالة :
This study investigated the relationship between Iranian English language teachers’ professional identity and teacher cognition in their professional development. To investigate the current issue, the current study applied the quantitative methods approach of data collection. The participants of this study comprised 100 Iranian EFL teachers from some institutes and schools. The study included 100 English language teachers with 50 females and 50 males, aged above 24. To this end, three types of instruments were applied to collect research data. They are described as follows: Teacher Professional Identity Scale (TPIS), Horwitz’s beliefs questionnaire about language learning Inventory (BALLI), Teacher professional development. Three data analyses were used in this study: Kolmogorov-Smirnov (Normality), Cronbach’s alpha (reliability), Pearson correlation (relationship). The findings indicated that there was a positive relationship between teacher cognition and teacher professional development. This analysis revealed that teacher cognition and professional identity had a significant relationship with professional development. The findings can support EFL policymakers, supervisors, managers, and teacher trainers to grasp a better picture of teacher cognition, teacher professional identity in their professional development.
Ahmad, I. (2018). Teacher cognition and grammar teaching in the Saudi Arabian context. English Language Teaching, 11(12), 45-57.
Anning, A. (2020). Impact of teachers’ professional development on students’ academic performance in higher education, International Journal of Advanced Education and Research, 5(2), 50-57.
Ayyoobi, F., Pourshafei, H., Asgari,A. (2016).Codification and validation of professional development questionnaire of teachers. International Education Studies, 9(4)214-224.
Barkhuizen, G. (2016). Understanding language teachers’ sense-making in action through the prism of future self-guides. In M. Kubanyiova (Ed.), Reflections on language teacher identity research (pp. 108-114). New York, NY: Routledge.
Borko, H. and Putnam, R.T. (1995) Expanding a Teacher’s Knowledge Base: A Cognitive Psychological Perspective on Professional Development. In Guskey, T.R. and Huberman, M., Eds., Professional Development in Education: New Paradigms and Practices, Teachers’ College Press, New York, 35-65.
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189.
Borg, S. (2006). Teacher cognition and language education: Research and practice. London: Continuum.
Borg, S., & Burns, A. (2008). Integrating grammar in adult TESOL classrooms. Applied Linguistics, 29(3), 456-482. http://dx.doi.org/10.1093/applin/amn020
Borg, S. (2009). Introducing language teacher cognition. Retrieved from http://www.education/leeds/ac.uk/ research/files/145.pdf
Borg, S. (2003). Teacher cognition in grammar teaching: A literature review. Language Awareness, 12(2), 96-108.https://doi.org/10.1080/09658410308667069
Borg, S. (2003). Teacher cognition in grammar teaching: A literature review. Language Awareness, 12(2), 96-108.https://doi.org/10.1080/09658410308667069
Blomeke, S., Jentsch, A.,Ross,N.,Gabriele, K.,& Konig,J.(2022). Opening up the black box: Teacher competence, instructional quality, and students’ learning progress. Learning and
Instruction, 79, 1-11.
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.
Casanova-Fernandez, M., Joo-Nagata, J., Dobbs-Diaz, E.Mardones-Nichi, T. (2022). Construction of teacher professional identity through initial training. Education Science, 12 (822), 235-270.
Cao, Z., Zhang, Z., Liu, Y., & Pu, L. (2022). Exploring English for medical purposes (EMP) teacher cognition in the Chinese context. Educational psychology, 13(2).350-370.
Chang-Kredl, S., & Kingsley, S. (2014). Identity expectations in early childhood teacher education: Pre-service teachers' memories of prior experiences and reasons for entry into the profession. Teaching and Teacher Education, 43, (27).
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd. Ed.). Hillside, NJ: Lawrence Erlbaum Associates.
Craft, A. (2000). Continuing professional development. Routledge.
Danielewicz, J. (2001). Teaching selves. New York: State University of New York Press.
Derakhshan, A., Coombe, C., Arabmofrad,A., & Taghizadeh, M. (2020). Investigating the effects of English language teachers’ professional identity and autonomy in their success. Issues in language teaching, 3(1), 1-28.
Drage, K. (2010). Professional development: Implications for Illinois career and technical education teachers. Journal of Career and Technical Education, 25(2), 24-37.
Eslami, Z. R., & Fatahi, A. (2008). Teachers' sense of self-efficacy, English proficiency, and instructional strategies: A study of nonnative EFL teachers in Iran. Teaching English as a Second or Foreign Language, 11(4), 1-19.
Gee, J. P. (2000). Chapter 3: Identity as an analytic lens for education research. Review of Research in Education, 25(1), 99-125.
Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
Hashemi, M., Karimi, M., Mofidi, M. (2020). Developing and validating an EFL teacher professional identity inventory. Mextesol Journal45 (1), 1-18.
Horwitz, E. (1987). Surveying students' beliefs about language learning. Open Journal of Modern Linguistics 8(5), 119-129.
Gao, L., Yang, J. (2022). From a novice teacher to a teacher leader. National Library of Medicine, 13(2), 235-280.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916.
Li Li. (2023). Cognition-in-interaction: A discursive psychological perspective of novice language teacher cognition. The Electronic Journal for English as a Second Language, 27(2), 230-270.
Lorenz, E., Krulatz, A., Christison, M., & Sevinc, Y. (2022). The impact of professional development on teacher cognition and multilingual teaching practices. International Journal of Multilingualism, 105(2021), 1-14.
Mahmoodarabi, M., Maftoon,P., & Siyyari, M. (2022). Learning to become L2 teachers: Prospective teachers’ professional identity development. Issues in Language Teaching 11(1), 189-221.
Noonan, J. (2023). An Affinity for learning: Teacher identity and powerful professional development. Journal of Teacher Education, 70(5), 526-537.
Özcan, M. (2011). Bilgi çağında öğretmen eğitimi, nitelikleri ve gücü, bir reform önerisi [Teacher education, qualifications and power in the information age, a reform proposal]. Turkish Education Association.
Parsi, G., & Ashraf, H. (2020). The relationship among EFL teachers’ critical thinking, professional identity and teaching experience. Journal of Applied Linguistics and Language Research, 7(1), 144-154.
Pinar, S., Bardaci, M., & Arslan, Y.F. (2021). Factors influencing teachers’ professional learning. Journal of Language and Linguistic Studies, 17(1), 173-192.
Pinar, W. F. (2012). Releasing the social imagination: Art, the aesthetic experience, and citizenship in education. Creative Education, 4(3), 25-57.
PresMiller, J. (2009). Teacher identity. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education, (pp. 172-181). Cambridge, UK: Cambridge University.
Sheybani, M., Miri, F., & Walla, P. (2019). The relationship between EFL teachers’ professional identity and their critical thinking: A structural equation modeling approach. Cogent Psychology, 6(1),1-11.
Sugesti, I., Rukimini, D., & Fitriati, S.W. (2020). Teachers’ cognition and their teaching practices in an EFL classroom. Advances in Social Science, Education, and Humanities
Research, 443,563-566.
Tan, C. Y., & Dimmock, C. (2014). How a ‘top-performing Asian school system formulates and implements policy: The case of Singapore. Educational Management Administration & Leadership, 1741143213510507.
Tsakissiris, J. (2015). The role of professional identity and self-interest in career choices in the emerging ICT workforce (A Submitted thesis in fulfillment of the requirements for the degree of Master of Business). The Queensland University of Technology.
Villegas-Reimers, E. (2003). Teacher professional development: an international review of the literature. International Institute for Educational Planning.
Xu, L., Li, X., Sun, Ch, Sun,B,.& Weijian, L.(2022). Relationship between professional identity, career satisfaction, value of competence and growth, and job burnout: A cross-sectional study of primary and secondary school teachers in China. Psychology in the schools, 60(4), 1234-1248.
Zarei, P., & Dobakhti,L. (2023). An exploration of Iranian teachers’ professional and institutional Identities and their enactment of critical pedagogy. Teaching English language, 17(1),1-28.
