فهرس المقالات Teacher professional identity

• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  1 - The Relationship between Iranian English Language Teachers’ Professional Identity and Teacher Cognition in their Professional Development: A Quantitative Study
  Najme Bagheri Mohammad Reza Esfandiari Forough Rahimi
  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 colle أکثر

  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. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  2 - Relationship between Professional Identity and Reflectivity: A Case of Iranian EFL Teachers
  pouria Aghaei Mohammad Bavali Fatemeh Behjat
  EFL teachers’ professional identity is a multi-dimensional and complicated concept. It is influenced by many other issues in the educational context such as reflective practice. This study intended to explore the relationship between professional identity and refl أکثر

  EFL teachers’ professional identity is a multi-dimensional and complicated concept. It is influenced by many other issues in the educational context such as reflective practice. This study intended to explore the relationship between professional identity and reflectivity of Iranian EFL teachers. It also aimed to examine how high and low reflective teachers perceive the professional identity components. The participants were 89 EFL teachers teaching at three universities in Shiraz, Iran. Their selection was based on convenience sampling. The participants were asked to fill out two questionnaires including teacher professional identity questionnaire (Liou, 2008) and teacher reflectivity questionnaire (Akbari et al., 2010). Pearson product correlation coefficient revealed that there was a positive relationship between EFL teachers’ professional identity and reflectivity. Furthermore, the findings of regression analysis indicated that reflectivity could predict EFL teachers’ professional identity. Furthermore, the participants were categorized into two high and low reflective groups. Two groups were interviewed to examine the professional identity perceptions used by high and low reflective teachers. The thematic analysis showed that high reflective teachers used and implemented much more professional identity components in their teaching practice in comparison to the low reflective teachers. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  3 - Development of EFL Teachers’ Engagement and Professional Identity: The Effect of Discussing Teacher Competences via E- Collaborative Discussion Forum
  Masoumeh Ghamoushi Zohre Mohamadi Zenouzagh
  10.30495/ttlt.2020.679017
  This study is a mixed method research that investigated the effect of electronic collaborative discussion forum on Iranian EFL teachers' engagement and professional identity and their development in terms of teachers‘ competences as they were engaged in collaborat أکثر

  This study is a mixed method research that investigated the effect of electronic collaborative discussion forum on Iranian EFL teachers' engagement and professional identity and their development in terms of teachers‘ competences as they were engaged in collaborative teacher inquiry. For this purpose, 5 EFL teachers participated in 11 online forum discussion sessions. Before participating in discussions, their lev- el of engagement and professional identity were examined through administering two questionnaires. In order to investigate the effect of e-collaborative discussions, multidimensional scale of teacher engage- ment and questionnaire for investigating teacher's professional identity were administered twice in pretest and posttest. The results of Wilcoxon signed rank tests revealed significant difference from pretest to- wards posttest in teachers' engagement and professional identity. The content of the participants' discus- sion on an online forum was analyzed using Nvivo software through which categories and subcategories that indicate teacher competences emerged deductively. The major categories are technical competence, critical competence, personal competence and clinical competence. These four major categories include subcategories that represent teacher professional development. In the light of the results, important impli- cations are suggested for teaching practitioners. تفاصيل المقالة
• حرية الوصول المقاله
  • صفحة الملخص
  • نص كامل
  
  4 - The relationship between Iranian English language teachers’ professional identity and teacher cognition in their professional development
  Najme Bagheri Mohammad Reza Esfandiari Forough Rahimi
  This study, delving into the relationship between Iranian English language teachers' professional identity and their cognition during professional development, employed a qualitative data collection approach. Comprising 10 Iranian EFL teachers from various institutes an أکثر

  This study, delving into the relationship between Iranian English language teachers' professional identity and their cognition during professional development, employed a qualitative data collection approach. Comprising 10 Iranian EFL teachers from various institutes and schools, the study included 10 English language teachers, evenly divided between 5 females and 5 males above the age of 24. Ten participants, split equally between genders, were interviewed for the research. Analyzed using thematic analysis and the Nvivo program, the interview data explored the relationship between three key variables: teacher professional identity, teacher cognition, and teacher professional development. This analysis revealed a significant relationship between teacher cognition, professional identity, and professional development, highlighting their interconnectedness and emphasizing the inherent essence of teaching. To improve their overall experience and effectiveness in the field, teachers should actively seek to enhance their educational professionalization. Professional development holds particular significance as it contributes to teachers' growth, enhancing their effectiveness in their roles. By revealing the factors most influencing teachers, this study may provide valuable insights to the government and administrators, urging them to implement changes. To stay updated with recent teaching trends, teachers need to actively participate in diverse professional development activities. تفاصيل المقالة