Understanding Iranian EFL Pre-Service Teachers' Professional Agency: An Ecological Approach
محورهای موضوعی : Research in English Language PedagogySaemeh Arabahmadi 1 , Omid Mazandarani 2 , Seyyed Hassan Seyyedrezaei 3 , Zari Sadat Seyyedrezaei 4
1 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
2 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
3 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
4 - Department of English Language Teaching, Aliabad Katoul Branch, Islamic Azad University, Aliabad Katoul, Iran
کلید واژه: Student Teacher, Pre-Service Teacher Agency, Teacher agency, EFL, Teacher Education,
چکیده مقاله :
This study aimed to investigate the sense of professional agency of English as a Foreign Language (EFL) pre-service teachers at Farhangian University, Iran. The study aimed to examine changes in teacher agency across Farhangian University campuses using a newly-developed survey that was part of a larger study. The survey assessed the professional agency of 210 pre-service teachers through convenience sampling in three dimensions, namely iterational, practical-evaluative, and projective dimensions. Based on the theoretical framework of ecological teacher agency, the pre-service teachers' agency questionnaire comprised instructional beliefs, supportive beliefs, competency, collaborative learning, the opportunity to influence, the opportunity to make choices, support, equality, trust, institutional context, community, short-term and long-term goals. The collected data were subjected to statistical analyses, including Pearson correlation analysis and multiple regression analysis. The study observed a significant correlation between all major elements of pre-service teachers' professional agency. Notably, senior students perceived as having higher agency than freshman students. However, no significant gender effects were observed in achieving agency. In conclusion, this study suggests that the development of professional agency among student teachers is crucial for their overall performance as teachers. The study provides valuable insight into how teacher education programs can enhance student teachers' professional agency and offers recommendations for future research.
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