List of Articles Teacher professional identity

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  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 More

  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. Manuscript profile
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  2 - Relationship between Professional Identity and Reflectivity: A Case of Iranian EFL Teachers
  pouria Aghaei Mohammad Bavali Fatemeh Behjat
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  3 - پیشرفت تعامل ای هویت حرفه ای و توانش معلمان زبان انگلیسی از طریق مشارکت در بسترهای گفتگوی الکترونیکی
  Masoumeh Ghamoushi Zohre Mohamadi Zenouzagh
  10.30495/ttlt.2020.679017
  این تحقیق یک تحقیق ترکیبی است که تاثیر  گفتگوی مشارکتی در بسترهای گفتگوی الکترونیکی را بر روی تعامل،  هویت حرفه ای  و پیشرفت توانش معلمان  زبان انگلیسی در ایران به هنگام مشارکت در این گفتگوها بررسی کرده است. بدین منظور،  پنج معلم زبان انگلیسی در More

  این تحقیق یک تحقیق ترکیبی است که تاثیر  گفتگوی مشارکتی در بسترهای گفتگوی الکترونیکی را بر روی تعامل،  هویت حرفه ای  و پیشرفت توانش معلمان  زبان انگلیسی در ایران به هنگام مشارکت در این گفتگوها بررسی کرده است. بدین منظور،  پنج معلم زبان انگلیسی در یازده جلسه گفتگوی برخط  شرکت کردند. پیش از شرکت در این گفتگوها میزان تعامل و هویت حرفه ای ای آنها توسط دو پرسشنامه بررسی شد.  برای بررسی تاثیر گفتگوی مشلرکتی الکترونیکی ، مقیاس چندبعدی  تعامل معلمان و پرسشنامه ی هویت حرفه ای معلمان دو بار در مرحله پیش آزمون و پس آزمون توزیع و اجرا شد.  نتایج آزمون ویلکاکسون نشان داد که میزان تعامل معلمان و هویت حرفه ای آنها از پیش آزمون تا پس آزمون تغییر چشمگیری داشته است. محتوای گفتگوی شرکت کنندگان در تالارهای گفتگوی الکترونیکی  به وسیله نرم افزار انویوو آنالیز شد  که بدین ترتیب چند مجموعه و زیر مجموعه به طور استنتاجی به دست آمد. مجموعه های اصلی شامل توانش تکنولوﮊی ،  توانش نقادانه، توانش شخصی  و توانش بالینی بودند. این چهار توانش اصلی شامل زیرمجموعه هایی بودند که نشان دهنده پیشرفت  حرفه ای معلمان بود.  در نتیجه این بررسی کاربردهایی هم برای کارشناسان امور آموزشی پیشنهاد شده است. Manuscript profile
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  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 More

  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. Manuscript profile