فهرست مقالات 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 چکیده کامل

  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. پرونده مقاله
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  2 - 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 چکیده کامل

  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. پرونده مقاله