An Exploration of Iranian Primary-Level EFL Teachers’ Perceptions Toward Their Professional Identity

محورهای موضوعی : Journal of Studies in Learning and Teaching English

Niloufar Kazemi ¹ , Roya Ranjbar Mohammadi ² , Hassan Asadollahfam ³

1 - Department of English, Bon.C., Islamic Azad University, Bonab, Iran
2 - Department of English, Bon.C., Islamic Azad University, Bonab, Iran
3 - Department of English, Bon.C., Islamic Azad University, Bonab, Iran

تاریخ دریافت : 1403/12/27 تاریخ پذیرش : 1404/02/29 تاریخ انتشار : 1404/06/22

کلید واژه: primary-level EFL teaching, professional identity, teacher identity,

چکیده مقاله :

Although professional identity is a fundamental aspect of any educational system, particularly in the context of English as a Foreign Language (EFL) teaching, little attention has been given to the professional identity of primary-level EFL teachers. Hence, investigating teachers' professional identity can alleviate some challenges they face as integral members of the education process. The aim of this study was to explore Iranian primary-level EFL teachers’ professional identity and the role of gender in their perceptions of their professional identity. To this end, a qualitative thematic analysis design was used. Participants included 15 teachers (7 males and 8 females) from private institutes of Tehran and Tabriz who were selected through convenience sampling. Data were collected through a face-to-face semi-structured interview. Based on the results of the thematic analysis, four main themes were identified: teachers' professional competence, teachers' professional learning, teacher-student relationships, and teacher-community relationships. Additionally, it was indicated that the gender of primary-level Iranian EFL teachers does not play any role in their perceptions of their professional identity. These results highlighted the multifaceted nature of teachers' professional identity, which is shaped by their expertise, continuous learning, and interactions within the educational community. This study has important implications for EFL teachers, EFL learners, and syllabus designers.

چکیده انگلیسی:

Although professional identity is a fundamental aspect of any educational system, particularly in the context of English as a Foreign Language (EFL) teaching, little attention has been given to the professional identity of primary-level EFL teachers. Hence, investigating teachers' professional identity can alleviate some challenges they face as integral members of the education process. The aim of this study was to explore Iranian primary-level EFL teachers’ professional identity and the role of gender in their perceptions of their professional identity. To this end, a qualitative thematic analysis design was used. Participants included 15 teachers (7 males and 8 females) from private institutes of Tehran and Tabriz who were selected through convenience sampling. Data were collected through a face-to-face semi-structured interview. Based on the results of the thematic analysis, four main themes were identified: teachers' professional competence, teachers' professional learning, teacher-student relationships, and teacher-community relationships. Additionally, it was indicated that the gender of primary-level Iranian EFL teachers does not play any role in their perceptions of their professional identity. These results highlighted the multifaceted nature of teachers' professional identity, which is shaped by their expertise, continuous learning, and interactions within the educational community. This study has important implications for EFL teachers, EFL learners, and syllabus designers.

منابع و مأخذ:

Ahmed, M. (2003). Professional difficulties facing secondary school English language teachers and it’s effect in classroom performance in northern governorates of Palestine. International Journal of Multicultural and Multireligious Understanding, 7(3), 110-132.
Amiri Shayesteh, L., & Baleghizadeh, S. (2022). Construction and validation of Iranian EFL teachers’ perceptions of professional development questionnaire. Language Related Research, 14(1), 113-143. https://doi.org/10.29252/LRR.14.1.5
Banegas, D., Beltrán-Palanques, V., & Salas, A. (2023). Language teacher educators’ identity construction through teaching and supporting action research: A trioethnographic study. RELC Journal, 10.1177/00336882231212855.
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. https://doi.org/10.1080/03057640902902252
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, 749-764. https://doi.org/10.1016/S0742-051X(00)00023-8
Banegas, D. L., Pinner, R. S., & Larrondo, I, D. (2021). Funds of professional identity in language teacher education: A longitudinal study on student-teachers. TESOL Quarterly, 130-148. https://doi.org/10.1002/tesq.3060
Bennett, S., & Carre, C. (1993). Student teachers' changing perceptions of their subject matter competence during an initial teacher training program. Educational Researcher, 35(1), 89-95. https://doi.org/10.1080/0013188930350106
Boreham, N., & Gray, P. (2005). Professional identity of teachers in their early development. http://www.ioe.stir.ac.uk/research/projects/epl/docs/ProfidentityNB.pdf
Bullough, R. V. (1997). Practicing theory and theorizing practice. In J. Loughran, & T. Russell (Eds.), Purpose, passion and pedagogy in teacher education, 13–31). Falmer 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. https://doi.org/10.1080/03054980701450886
Caihong, H. (2011). Changes and characteristics of EFL teachers’ professional identity: The cases of nine University teachers. Chinese Journal of Applied Linguistics (Quarterly), 34(1), 3-21. DOI:10.1515/cjal.2011.001
Cheek, J.M., Smith, S.M., & Tropp, L.R. (2002). Relational identity orientation: A fourth scale for the AIQ. Paper presented at the meeting of the Society for Personality and Social Psychology, Savannah, GA.
Clarke, V., & Braun, V. (2013) Teaching thematic analysis: Overcoming challenges and
developing strategies for effective learning. The Psychologist, 26(2), 120-123. https://uwe-repository.worktribe.com/output/937596
Coşgun, G. E., & Savaş, P. (2023). Professional identity development of English teachers: A data-driven model. Review of Education, 11(1), 1-18.https://doi.org/10.1002/rev3.3394
Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Clevedon, Multilingual Matters.
Coldron, J., & Smith, R. (1999). Active location in teachers' construction of their professional identities. Journal of Curriculum Studies, 31(6), 711-726.https://doi.org/10.1080/002202799182954
Collopy, R. (2003). Curriculum materials as a professional development tool: How a mathematics textbook affected two teachers’ learning. The Elementary School Journal, 10(3), 287-311. https://ecommons.udayton.edu/edt_fac_pub/16
Connelly, F. M., & Clandinin, D. J. (2000). Shaping a professional identity: Stories of educational practice. Teachers College Press.
Cooper, K., & Olson, M.R. (1996). The Multiple “I’s” of Teacher Identity. In: Kompf, M., Bond, W.R., Dworet, D. and Boak, R.T., Eds., Changing Research and Practice: Teachers’ Professionalism, Identities and Knowledge (pp.78-89). The Falmer Press.
Coşgun, G.E., & Savaş, P. (2023). Professional identity development of English teachers: A data-driven model. Review of Education, 11(1), 123-136. 10.1002/rev3.3394
Dajani, D., & McLaughlin, S. (2009). Implementing the first Palestinian English language curriculum : a need for teacher empowerment. Mediterranean Journal of Educational Studies, 14(2), 27-47. https://www.um.edu.mt/library/oar/handle/123456789/22501
Danielewicz, J. (2001). Teaching selves. State University of New York Press.
Day, C., & Kington, A. (2008). Identity, well‐being and effectiveness: The emotional contexts of teaching. Pedagogy, culture & society, 16(1), 7-23. https://doi.org/10.1080/14681360701877743
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self. Multilingual Matters.
Gaudelli, W., & Ousley, D. (2009). From clothing to skin: Identity work of student teachers in culminatingfield experiences. Teaching and Teacher Education: An International Journal of Research and Studies, 25(6), 931-939. https://www.learntechlib.org/p/197142/.
Gee, J. (2001). Identity as an analytic lens for research in education. Review of Research in Education. 25, 99-125. http://dx.doi.org/10.14221/ajte.2014v39n7.8
Han, J. (2016). Teacher motivation definition, research and implications for teachers. Cogent Education, 3, 11-23. http:// doi.org/10.1080/2331186X.2016.1217819
He, P., & Lin, A. M. Y. (2013). Tensions in school–university partnership and EFL pre-272 service teacher identity formation: A case in mainland China. The Language Learning Journal, 41 (2), 205-218. 10.1080/09571736.2013.790134
Henry, A. (2019). A drama of selves: Investigating teacher identity development from dialogical and complexity perspectives. SSLLT, 9 (2), 263-285. https://doi.org/10.14746/ssllt.2019.9.2.2
Henry, A., & Cliffordson, C. (2013). Motivation, gender, and possible selves. Language Learning, 63(2), 271-295. https://doi/abs/10.1111/lang.12009
Honey, P. (2000). Critical Thinking questionnaire. http://www.PeterHoneyPublications.com
Hotaman, D. (2010). The teaching profession: Knowledge of subject matter, teaching skills and personality traits. Procedia - Social and Behavioral Sciences, 2(2), 1416–1420. https://doi.org/10.1016/j.sbspro.2010.03.211
Johnson, K. E. (2009). Second language teacher education: A Sociocultural Perspective. Routledge.
Karimi, M. N., & Mofidi, M. J. S. (2019). L2 teacher identity development: An activity theoretic perspective. System,81, 122-134. DOI:10.1016/J.SYSTEM.2019.02.006
Kumaravadivelu, B. (2012). Language teacher education for a global society. Routledge.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.
Lee, J. C. K., Huang, Y. X. H., Law, E. H. F., & Wang, M. H. (2013). Professional identities and emotions of teachers in the context of curriculum reform: A Chinese perspective. Asia-Pacific Journal of Teacher Education, 41(3), 271-287. https://doi.org/10.1080/1359866X.2013.809052
Liou, I. Y. (2008). English as an international language and teachers' professional identity, Ph.D. thesis, School of Education, Deakin University.
Mayer, R.E. (2002). Teaching for meaningful learning. Prentice-Hall.
Motallebzadeh, Kh., & Kazemi, B. (2018). The relationship between EFL teachers’ professional identity and their self-esteem. Cogent Education, 5(1), 1-9. DOI: 10.1080/2331186X.2018.1443374
Nazari, M., & Molana, K. (2020). Contributions of assessment-related critical incidents to language teacher identity development. Innovation in Language Learning and Teaching, 15(3), 442–457. https://doi.org/10.1080/17501229.2020.1824234
Nazari, M., & Seyri, H. (2021). Covidentity: examining transitions in teacher identity construction from personal to online classes. European Journal of Teacher Education, 1-20. https://doi.org/10.1080/02619768.2021.1920921
Ngan, D. T. T., Hercz, M., & Thong, N. V. (2021). Teachers’ professional knowledge and their professional identity: If they relate or not? International Journal of Childhood Education, 2(4), 93. https://doi.org/10.33422/ijce.v2i4.93
Nguyen, H. T. (2008). Conception of teaching by five Vietnamese American preservice teachers. Journal of Language, Identity & Education, 7(2), 113–136. https://doi.org/10.1080/15348450801970654
Nguyen, C. D. (2016). Creating spaces for constructing practice and identity: Innovations of teachers of English language to young learners in Vietnam. Research Papers in Education, 1–15. doi:10.1080/02671522.2015.1129644
Parsi, Gh., & 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.
Riahipour, P., Tavakoli, M., & Eslami Rasekh, A. (2020). A Change without a Change: National Curriculum Reform and EFL Teachers’ Motivation in Iran. Journal of English Language Teaching and Learning, 12(26), 435-463. http://dx.doi.org/10.22034/elt.2021.42087.2294
Richards, J.C. (2008). Towards reflective teaching. http://www.tttjournal.co.uk/uploads/File/back_articles/Towards_Reflective_Teaching.pdf
Roberts, J. (1998). Language teacher education. Arnold Publishing.
Rots, I., Kelchtermans, G., & Aelterman, A. (2013). Learning (not) to become a teacher: A qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28, 1-10. doi: 10.1016/j.tate.2011.08.008
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), 1153-1163. doi 10.17507/jltr.0706.13
Saphier, J., & West, L. (2009). How coaches can maximize student learning. Phi Delta Kappan, 91(4), 46-50. https://doi.org/10.1177/003172171009100410
Stenberg, K., Karlsson, L., Pitkaniemi, H., & Maaranen, K. (2014). Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education, 37(2), 204–219. https://doi.org/10.1080/02619768.2014.882309
Varghese, M. Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44. https://doi.org/10.1207/s15327701jlie0401_2
Vermunt, J. D., & Verschaffel, L. (2000). Process-oriented teaching. In R. J. Simons, J. van der Linden, & T. Duffy (Eds.), New learning, 209–225. Dordrecht, Boston: Kluwer Academic Publishers.
Yazan, B. (2018). Towards identity-oriented teacher education: Critical autoethnographic narrative. TESOL Journal, 1–15. hĴ ps://doi.org/10.1002/tesj.388
Zheng, Y. (2008). Anxiety and second/foreign language learning revisited. Canadian Journal for New Scholars in Education, 1(1), 23-46.