مطالب مرتبط با کلیدواژه

Professional identity


۱.

Exploring Iranian EAP Teachers' Pedagogical Content Knowledge and Their Professional Identity بررسی دانش آموزشی-محتوایی و هویت حرفه ای استادان ایرانی در حوزه تدریس زبان انگلیسی با اهداف علمی(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۳, No. ۱, June ۲۰۱۴

کلیدواژه‌ها: هویت حرفه ای استادان متخصص در رشته ای غیر از زبان انگلیسی انگلیسی با اهداف علمی استادان متخصص در رشته آموزش زبان انگلیسی دانش آموزشی-محتوایی دیدگاه ها و نحوه عملکرد استادان Content instructors English for Academic Purposes ELT teachers Pedagogical Content Knowledge Professional identity Teachers' cognitions and practices

حوزه های تخصصی:
تعداد بازدید : ۶۹۰ تعداد دانلود : ۴۵۱
This study was conducted in English for Academic Purposes (EAP) context to explore Iranian teachers' perceptions of their pedagogical content knowledge (PCK) and their sense of professional identity (PI) as well as to scrutinize how their cognitions were practiced in EAP classes. To this end, two ELT teachers and two content instructors (i.e. subject experts who teach EAP courses in addition to their specialized field of study) from a university in Tehran participated in the study and their classes were observed for a full academic semester. To thoroughly probe the teachers' cognitions, semi-structured interviews were also conducted. The results of content analysis indicated some commonalities but major discrepancies in the cognitions and practices of the two pairs of teachers with regard to their PCK. Teachers of both camps claimed to have interactive EAP classes where group work is highly appreciated and students' questions are welcomed. Attending to their discrepancies, the content instructors seemed to adhere to 'transformative' education by reflecting on their teaching, hearing learners' voice, being responsive to their learning needs, and encouraging teacher-learner collaboration. On the other hand, the ELT teachers reflected a more 'traditional' approach, leaving behind issues of flexibility and innovation in their teaching methods. As far as the EAP teachers' PI is concerned, the study came up with eight factors as the underlying constituents of their PI. It was also found that pedagogical content knowledge and professional identity are interrelated attributes of EAP teachers. The findings provide implications for syllabus designers as well as EAP teacher education.
۲.

Examining Teachers’ Development through Past-Present-Aspirational Continuum of English Language Teachers’ Professional Identity(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۸, No. ۲, ۲۰۱۶

کلیدواژه‌ها: teacher education English language teacher Professional identity Teacher Development

حوزه های تخصصی:
تعداد بازدید : ۶۵۹ تعداد دانلود : ۳۷۳
Professional development and professional identity of English language teachers have usually been explored separately in the research agenda. However, there might be a nexus of relationships between professional identity and professional development in the context of English language teaching. This study, therefore, explored how professional identity might contribute to professional development of English language teachers. To this end, 60 English language teachers from inner, 60 from outer, and 60 from expanding circle of language use were sampled to fill in a questionnaire which was constructed and validated by the researchers. The study concluded that language teachers’ professional development could be theorized on a development of past-present-aspirational identity. It was also found that language teachers’ professional identity could be improved through development of interpersonal relations, system of knowledge and belief, and intrapersonal identity that would be considered as sub-identities of English language teachers’ professional identity.
۳.

The Relationship among University Lecturers’ Institutional identity, Professional Identity, and Teaching Efficacy(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: Journal of Applied Linguistics, Vol.۹, No.۱۹, Fall & Winter ۲۰۱۶ 1 - 20

کلیدواژه‌ها: EFL university lecturers institutional identity Professional identity research efficacy teaching efficacy

حوزه های تخصصی:
تعداد بازدید : ۳۶۵ تعداد دانلود : ۲۲۵
The purpose of this study was to investigate the relationship among Iranian EFL university lecturers’ professional and institutional identity, and their teaching efficacy. To this end, 100 EFL university lecturers from different branches of Islamic Azad Universities, including Kermanshah, Isfahan and Hamedan, took part in the study by completing the Professional Identity Questionnaire, the Institutional Identity Questionnaire, and the Teachers’ Efficacy Scale. The sampling strategy for selection of the participants of this study was convenience sampling. To answer the research questions, Pearson product-moment correlation and Multiple-regression analyses were run. The results showed that there exists a statistically significant positive relationship between EFL university lecturers' a) professional identity and teaching efficacy, and b) institutional identity and teaching efficacy. 
۴.

Professional Identity and Teaching Quality: The case of Iranian EFL teachers(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۴, Fall & Winter ۲۰۱۹ 201-225

کلیدواژه‌ها: Identity Professional identity EFL teacher identity quality of teaching

حوزه های تخصصی:
تعداد بازدید : ۴۱۲ تعداد دانلود : ۳۷۳
This paper reports on the findings of a research aimed at exploring the professional identity (PI) of English as Foreign Language (EFL) teacher in Iran. The research further examined the extent to which the identified PI factors affect their teaching quality. The authors argue that earlier classification of different factors of professional identity of EFL teachers is arbitrary and may only be valid by definition. The possible grouping of these factors is also examined to identify what clusters of factors have relative importance in EFL teacher's professional identity and how these clusters may contribute to the quality of teaching. Sample participants contributed in semi-structured interviews and subsequently based on the thematic analysis of the interviews a questionnaire was developed and completed by a total of 143 EFL instructors and students. Factor Analysis of data identified four distinct clusters accounted for a total of nineteen variables presenting the PI profile of EFL teacher in which Personal Characteristics (PC) emerged as the most important cluster. Consequently, five clusters identified to have a considerable effect on teaching quality, Pedagogical knowledge (PK) found to be the most influential cluster. These findings may well serve as a valuable pedagogical resource for EFL teachers and policy makers to help improve teaching quality, educational processes, and curriculum design.
۵.

Becoming an EFL Teacher: Prospective Teachers’ Professional Identity in a Critical Teacher Education Program(مقاله علمی وزارت علوم)

نویسنده:
منبع: The International Journal of Humanities, Volume ۲۵, Issue ۳ (۲۰۱۸) 19-32
تعداد بازدید : ۵۱۱ تعداد دانلود : ۳۱۰
Transmission-based teacher education programs have mostly dominated the field of teaching English as a foreign language. Considering the prominent position of critical pedagogical principles in prospective teachers’ perceptions of their professional roles and responsibilities, there is a need for detailed investigations of teacher education programs informed by the tenets of critical pedagogy in prospective teachers’ professional identity. There has been a paucity of research that addresses the impact of such programs on prospective teachers’ professional identity in an EFL context; therefore, this study intends to address the gap. This qualitative study was conducted to examine the role of a critical-informed teacher education program in influencing prospective EFL teachers’ professional identity construction. Participants were 19 prospective teachers whose process of professional identity construction were analysed through reflective journals, class discussions, and semi-structured interviews before and after the program. Results of the study revealed three major shifts in prospective teachers’ professional identity: “from a student’s voice to a teacher’s voice”, “from an uncritical attitude to developing agency”, “from a narrow view of ELT to a broad view”. To foster critical ideas in EFL prospective teachers, the study recommends the use of dialogic discussions and written reflective tasks in teacher education programs.
۶.

Curriculum Reform and Iranian EFL Teachers' Professional Identity: A Marathon of Change!(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۲۶, Fall & Winter ۲۰۲۰ 435 - 463

کلیدواژه‌ها: Professional identity Curriculum reform Mixed Method Quantitative Qualitative

حوزه های تخصصی:
تعداد بازدید : ۲۳۳ تعداد دانلود : ۲۰۴
Professional identity has been perpetually an underlying factor in teacher development. The maintenance of a strong professional identity is a key factor in teacher development which is ultimately a fundamental aspect in the prosperity or failure of any educational system. As a dynamic phenomenon, teachers’ professional identity can be influenced by a variety of factors and particularly any type of educational reform. The present study with an explanatory mixed method design was used to investigate transitions in Iranian EFL teachers’ professional identity in the context of Fundamental Reform Document of Education (2012). For the quantitative phase of the study, a researcher-made questionnaire developed based on the four components of professional identity namely, self-image, self-esteem, job motivation and task perception proposed by Kelchtermans (1993) was distributed among 98 Iranian EFL teachers. Considering the ongoing nature of the professional identity, the questionnaire was assigned to the teachers during the pre-reform and post – reform era. In the qualitative phase, in order to capture a comprehensive picture of the salient factors of teachers’ professional identity and their underlying reasons, a set of semi-structured interviews with 7 volunteer teachers were conducted. The findings revealed that the introduction of the curriculum reform made no change in teachers’ professional identity in terms of self-esteem and task perception, but it slightly affected teachers’ self-image and job motivation. The findings also revealed a potential transition path in Iranian EFL teachers’ professional identity development. Finally, some implications for policy-makers and material developers and suggestions for future researchers were discussed.
۷.

On the Relation between Iranian EFL Teachers’ Sense of Professional Identity and their Responsibility(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۳, No. ۱, ۲۰۲۱ 67 - 76

کلیدواژه‌ها: responsibility Professional identity EFL Teachers motivation Occupational Commitment

حوزه های تخصصی:
تعداد بازدید : ۲۳۹ تعداد دانلود : ۱۱۷
Responsibility has always been one of the major concerns of teachers and those who are involved in the teaching-learning process. This is the way, since, if the sense of responsibility is improved and maintained in teachers, almost any other aspect of the teaching and learning environment would be considered safe. Therefore, the researchers tried to look for the possible relation between language teachers’ sense of responsibility and their professional identity. Thus, a group of 100 EFL teachers from language schools and different universities took part in the study. Two questionnaires that were previously proved to be valid and reliable were used as the instruments in this study. Regression was applied for the analysis of the data and the results indicated that there was a significant relationship between teachers’ professional identity and their responsibility. More specifically, it was revealed that there was a strong and positive relationship between teachers’ responsibility and motivation as one of the indicators of teachers’ professional sense of identity.
۸.

Exploring Iranian Pre-Service English Language Teachers’ Professional Identity through Sociocultural Lens(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۳, No. ۱, ۲۰۲۱ 131 - 158

کلیدواژه‌ها: Pre-service Teachers Professional identity practicum mentor teachers

حوزه های تخصصی:
تعداد بازدید : ۴۳۸ تعداد دانلود : ۱۶۱
This study was an attempt to explore the process of professional identity construction of 49 male and female pre-service English language teachers of Isfahan Farhangian university Through a Vygotskian sociocultural lens. Since the construction of identity can be considered both personally and socially (Beachup & Thomas, 2009; Beijaard et al., 2004), this study took a social constructivism and Vygotskian sociocultural approach as its theoretical basis. This mixed method study was conducted through reflective journals, semi-structured interviews, and a five items Likert-type questionnaire. The data were analyzed using SPSS ver.19 and ANOVA for comparing the means of the quantitative data. Thematic analysis was used for analyzing the qualitative data. The results showed that the construction of student-teachers’ professional identity is a dynamic and unstable process which is affected by different factors such as personal and sociocultural factors, self-image, learning environment, and practicum experiences and mentor teachers. The results of the current study can be used by educational policy makers, teacher educators, and evaluators for making better decisions about teachers to make educational progress.
۹.

Contribution of English Textbooks to an EFL Curriculum and Teachers’ Professional Identity: The Case of Four EFL Teachers and a Private Language School in Iran(مقاله علمی وزارت علوم)

نویسنده:
منبع: Applied Research on English Language, V. ۱۰ , N. ۳ , ۲۰۲۱ 105 - 135

کلیدواژه‌ها: Textbook Professional identity Curriculum EFL teacher

حوزه های تخصصی:
تعداد بازدید : ۲۵۹ تعداد دانلود : ۱۳۴
Abstract Driven by Beijaard, Verloop and Vermunt’s (2000) theory of Professional Identity (PI), this study aims to investigate teachers’ perception of their PI in relation to the English textbooks they use in EFL classes. In-depth interview with four Iranian EFL teachers and the school principal was conducted. The teachers’ reports were employed to investigate their PI in relation to the textbooks they used. Furthermore, the school curriculum was analyzed through an interview with the school principal and examining the school documents. Content analysis of the interview data revealed that all the teachers viewed the content knowledge dimension of their PI reliant on the textbooks. Over the years, they had gained more autonomy in adapting the content or selecting more supplementary sources. Overall, the participants in this research highlighted the pivotal role of textbooks in the construction of their PI, most importantly in the formation of their content knowledge and the least in the development of their pedagogical knowledge. The analysis of the school curriculum revealed a heavy reliance of many decisions on textbooks directly or indirectly. The findings in this study will provide more insights for curriculum developers, language school managers, teacher educators and teachers who have a say in curriculum decisions when learning about the crucial role of textbooks in PI.
۱۰.

The Discursive Construction of Academic Writing Expertise: A Case Study of Developing from an Outsider to a Contributor Role in a Discourse Community(مقاله علمی وزارت علوم)

نویسنده:
منبع: Issues in Language Teaching (ILT), Vol. ۱۰, No. ۲, ِDecember ۲۰۲۱ 95 - 119

کلیدواژه‌ها: discursive construction Academic Writing Expertise intertextuality Genre Knowledge Professional identity

حوزه های تخصصی:
تعداد بازدید : ۱۷۴ تعداد دانلود : ۱۰۰
This study aims at exploring the developmental process from a novice writer to an expert academic contributor from a discursive viewpoint. Using a cross-sectional research design, the researcher was in contact with five graduate students (from M.A. to PhD) via semi-structured interviews and online communication. Based on the ideas of intertextuality and community of practice, the results obtained through text analysis showed two categories of intertextual references relevant for constructing genre knowledge, namely text-oriented practices (based on the discursive authority of texts) and expert-oriented practices (based on the discursive authority of experts). Moreover, novice writers were highly dependent on both text-oriented and expert-oriented practices but they favoured the former in their writing practices. Furthermore, since professional identity is an important aspect of genre knowledge, two identities of outsider and contributor were identified regarding this discourse community and its audience. The study concludes with implications for improving the discursive practices of the local academic community for developing professional identity of its novices.
۱۱.

Professional Identity Reflection of Iranian EFL Instructors in E-Teaching: Focus on Achievement Orientation Theory

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۲, Autumn ۲۰۲۲ 135 - 148

کلیدواژه‌ها: Achievement Theory E-teaching Iranian EFL Teachers Professional identity

حوزه های تخصصی:
تعداد بازدید : ۳۷۸ تعداد دانلود : ۱۴۵
While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional identity reflection in the developing contexts of distance education. Thus, this study examined the possible association between Iranian EFL instructors' Professional Identity Reflection (PIR) and their use of Achievement Orientation Strategies (AOSs) in the dynamic setting of E-teaching. Besides, this study evaluated the prediction power of the AOSs in determining the PIR of Iranian EFL instructors. One hundred four male and female Iranian EFL instructors were selected based on convenience sampling to participate in this quantitative correlational research. Two instruments, including Measure of Teachers Achievement (MoTA) and Questionnaire of Professional Identity (QPI), were used to collect the required data on the online platform of Type form. The R software's correlation and multiple regression packages were utilized to analyze the gathered data. The results indicated a robust direct association between the PIR of Iranian EFL instructors in E-teaching and their use of AOSs. Moreover, three out of four AOSs significantly predicted the PIR of Iranian EFL instructors in E-Teaching. Furthermore, the mastery-approach strategy had the most predicting power among the other AOSs. This study provides practical interdisciplinary benefits for EFL teachers, EFL teacher trainers, and educational psychologists in training EFL teachers who are aware of how their views toward achieving specific academic goals in E-teaching influence their professional identity in E-teaching.    
۱۲.

Impact of Elementary Learners’ L1 in Consciousness-raising Tasks on Their L2 Writing Accuracy

نویسنده:
منبع: international Journal of Foreign Language Teaching & Research, Volume ۱۰, Issue ۴۲, Autumn ۲۰۲۲ 149 - 157

کلیدواژه‌ها: Achievement Theory E-teaching Iranian EFL Teachers Professional identity

حوزه های تخصصی:
تعداد بازدید : ۳۵۲ تعداد دانلود : ۱۴۹
While the main focus of the studies in the literature is centered around EFL teachers’ identity construction in face-to-face classes regarding certain cliche factors, the COVID-19 pandemic demonstrated the potential of investigating EFL teachers' professional identity reflection in the developing contexts of distance education. Thus, this study examined the possible association between Iranian EFL instructors' Professional Identity Reflection (PIR) and their use of Achievement Orientation Strategies (AOSs) in the dynamic setting of E-teaching. Besides, this study evaluated the prediction power of the AOSs in determining the PIR of Iranian EFL instructors. One hundred four male and female Iranian EFL instructors were selected based on convenience sampling to participate in this quantitative correlational research. Two instruments, including Measure of Teachers Achievement (MoTA) and Questionnaire of Professional Identity (QPI), were used to collect the required data on the online platform of Type form. The R software's correlation and multiple regression packages were utilized to analyze the gathered data. The results indicated a robust direct association between the PIR of Iranian EFL instructors in E-teaching and their use of AOSs. Moreover, three out of four AOSs significantly predicted the PIR of Iranian EFL instructors in E-Teaching. Furthermore, the mastery-approach strategy had the most predicting power among the other AOSs. This study provides practical interdisciplinary benefits for EFL teachers, EFL teacher trainers, and educational psychologists in training EFL teachers who are aware of how their views toward achieving specific academic goals in E-teaching influence their professional identity in E-teaching.    
۱۳.

Professional Identity Development of Pre-service EFL Teachers through Discourse Socializaion Practices(مقاله علمی وزارت علوم)

نویسنده:
منبع: Journal Of English Language and Literature Teaching, Volume ۱, Issue ۲, March ۲۰۲۲ 42 - 63

کلیدواژه‌ها: Discourse community collegial discussion Professional identity student teaching

حوزه های تخصصی:
تعداد بازدید : ۱۴۳ تعداد دانلود : ۹۵
The active participation of several pre-service EFL teachers in discourse socialization practices facilitated learning in a collaborative learning community. The participants shared their personal practical experiences, scaffolded their peers and engaged with assigned academic texts. Their engagement in collegial discussions and with academic texts developed their professional identity in several aspects. Through involvement in discourse practices, the participants underwent the process of identity construction as a legitimate member of their discourse community. As a non-stop process, the identity construction of the participants was continuously influenced by their prior learning and teaching experiences, knowledge from disciplinary materials and fieldwork experiences as pre-service English teachers. The influence of the discourse practices was overwhelming as they experienced a shift of professional identity to feel like relative experts. The participants reconstructed their identity. They felt more committed to their EFL local community and they saw themselves as members who could be more contributing to their local community. The group discussions provided enough chances for the participants to feel like a community member and voice their professional identity through participating in discussions.
۱۴.

تاثیر جهت گیری اخلاقی، هویت حرفه ای و اعتماد سرپرست بر قصد افشاگری حسابرس با توجه به نقش تعدیلگر ترس از تلافی

نویسنده:
منبع: پژوهش های مالی و رفتاری در حسابداری دوره دوم پاییز ۱۴۰۱ شماره ۳ (پیاپی ۶) 109 - 132
تعداد بازدید : ۱۲۹ تعداد دانلود : ۹۸
هدف از این پژوهش، تاثیر جهت گیری اخلاقی، هویت حرفه ای و اعتماد سرپرست بر قصد افشاگری حسابرس با توجه به نقش تعدیلگر ترس از تلافی می باشد. روش تحقیق در این پژوهش به لحاظ ماهیت موضوع و اهداف آن از نوع پیمایشی می باشد و ابزارگردآوری داده ها پرسشنامه است که روایی و پایایی آن نیز تایید گردیده است. جامعه آماری کلیه کمک حسابرسان، حسابرسان، حسابرسان ارشد، سرپرستان ارشد، سرپرستان و مدیران شاغل در مؤسسات حسابرسی عضو جامعه حسابداران رسمی در ایران است و با استفاده فرمول کوکران و روش نمونه گیری حجم نمونه 357 نفر در نظر گرفته شد. به منظور تجزیه وتحلیل داده ها در این پژوهش، از آزمون های کلموگروف- اسمیرنوف، جهت تست نرمالیته و از معادلات ساختاری جهت تأیید فرضیه ها استفاده شد. نتایج حاکی از این بود که جهت گیری اخلاقی، هویت حرفه ای و اعتماد سرپرست بر قصد افشاگری حسابرس تاثیر مثبت و معنادار دارد. همچنین نتایج نشان داد که ترس از تلافی می-تواند تاثیر این سه متغیر را بر قصد افشاگری حسابرس تعدیل نماید.
۱۵.

Promoting Professional Identity Formation of Novice EFL Teachers in E-teaching Through Online Image Management (OIM) Strategies(مقاله پژوهشی دانشگاه آزاد)

نویسنده:
منبع: The Journal of English Language Pedagogy and Practice, Vol.۱۵, No.۳۱, Fall & Winter ۲۰۲۲ 201 - 222

کلیدواژه‌ها: Distance education E-teaching Image management strategy Novice EFL teachers Professional identity

حوزه های تخصصی:
تعداد بازدید : ۸۶ تعداد دانلود : ۸۱
Although the EFL teachers' challenges in developing and enhancing Professional Identity Formation (PIF) in face-to-face and virtual instruction contexts have extensively been explored, there were a limited set of practical and advantageous strategies, particularly for the novice teachers, in promoting their PIF in E-teaching especially since the emergence of changed priority of teaching contexts amid the COVID-19 outbreak. Accordingly, this study attempted to check the Iranian novice EFL teachers’ PIF, uncover the potential impacts of utilizing Online Image Management (OIM) strategies in promoting their PIF, and identify the most-preferred OIM strategies. Based on the convenience sampling, 184 male and female Iranian novice EFL teachers were selected to participate in this quasi-experimental study. Two instruments, including a Questionnaire of Perceived Professional Identity (QPPI) and a series of Quantitative Online Interviews (QOIs), were used to collect the data via the virtual platform of Survey Planet. The descriptive statistics and Independent Samples t-Test packages in R were utilized to analyze the data. The results confirmed the low levels of professional identity among Iranian novice EFL teachers, verified the significant effects of OIM strategies in promoting PIF of Iranian novice EFL teachers, and shed light on reflection practices and strategies in enhancing digital literacy as the most-favored OIM strategies in promoting PIF among these teachers. This study may provide implications for EFL teachers and trainers in helping novice EFL teachers to promote their PIF with OIM strategies.
۱۶.

Unveiling Language Teacher Productive Immunity: A Lenz into the Impacts on Professional Identity, Teacher Anger, Grit Tendencies, and Psychological Well-Being(مقاله علمی وزارت علوم)

نویسنده:
منبع: English Language Teaching and Learning. No. ۳۲, Fall & Winter ۲۰۲۳ 215 - 232

کلیدواژه‌ها: Teacher productive immunity Professional identity Teacher anger Grit tendencies Psychological well-being EFL Teachers

حوزه های تخصصی:
تعداد بازدید : ۴۹ تعداد دانلود : ۶۴
Teachers, as the center of the class, can make positive changes in their students' lives; they should be equipped with skills that will allow them to do their jobs effectively. The inclusion of productive immunity (i.e., the procedures that instructors go through to devise protective mechanisms against the effects of undesirable disruptions that might potentially endanger their desire to instruct) as one of these skills gives educators the capability to analyze and immunize their own performance. In light of this significance, it is of the utmost importance to reveal teacher productive immunity and its correlates, particularly in EFL (English as a foreign language) contexts. Regardless, there is a dearth of studies on the possible interplay among teacher immunity, professional identity, anger, grit tendencies, and psychological well-being in Iranian EFL settings. Therefore, the present study aimed to ascertain whether there was a statistically significant connection between the professional identity, anger, grit tendencies, and psychological well-being of Iranian EFL instructors and their immunity. A total number of 394 EFL teachers teaching at public schools (Khorasan Razavi and Khuzestan, Iran) took part in this analysis. The Language Teacher Immunity Instrument (LTII), The Teacher's Professional Identity Scale (TPIS), the L2-teacher Grit Scale (L2TGS), The Teacher Anger Scale (TAS), and The Psychological Well-Being at Work (PWBW) were administered electronically to respondents. The predictive power of teacher immunity was found in data analysis via Confirmatory Factor Analysis (CFA) and Structural Equation Modelling (SEM). The findings stress the need of including reflective practices, emotional control strategies, and immune system strengthening in teacher preparation programs.
۱۷.

Challenges in Constructing the Professional Identity of Iranian EFL Teachers: A Narrative Inquiry(مقاله علمی وزارت علوم)

نویسنده:
منبع: Iranian Journal of Applied Language Studies,Vol ۱۶, No. ۲, ۲۰۲۴ 43 - 70

کلیدواژه‌ها: gender-specific challenges Narrative Inquiry Professional identity

حوزه های تخصصی:
تعداد بازدید : ۱۴ تعداد دانلود : ۱۲
Many aspects of EFL teaching are negatively influenced by professional identity challenges which are not effectively responded to by EFL teachers. Considering this, few studies, however, have been conducted on EFL teachers’ professional identity challenges, and especially on their gender-specific challenges, and factors which can facilitate their professional identity construction. Therefore, this study, benefitting from a narrative inquiry method and using semi-structured interviews, aimed to examine the professional identity gender-specific challenges of six institute EFL teachers. The findings of this study showed that EFL male and female teachers were different in relation to the professional challenges they faced and a number of factors had caused this. Based on the overall findings, it is recommended that EFL teacher educators become aware of the challenges faced by teachers and factors which can affect their professional identity construction. Additionally, they need to help EFL teachers reduce the destructive effects of professional identity challenges by facing them and turning them into opportunities for learning. 
۱۸.

Investigating the Predictive Validity of Admission Criteria in Teacher Education Program: Unpacking the Relationship Between Secondary School Academic Measures and Prospective Teachers’ Competency(مقاله علمی وزارت علوم)

نویسنده:
منبع: The International Journal of Humanities, Volume ۳۱, Issue ۲ (۲۰۲۴) 91 - 108
تعداد بازدید : ۶ تعداد دانلود : ۴
The aim of this study was to determine the extent to which academic admission criteria predict prospective teachers’ competency during teacher education program. To this end, a total of 186 prospective teachers majoring in Teaching English as a Foreign Language at Teacher Education University in Iran were selected as the convenience sample of the study. They completed two questionnaires, Prospective Teachers’ Professional Attitude and Prospective Teachers’ Professional Identity. The participants’ high school GPA, university entrance score, and university GPA were also obtained. The results of Pearson product-moment correlations indicated a significant positive correlation among academic measures of high school GPA, university entrance score, and university GPA but no significant correlation was detected between these academic measures and nonacademic measures of professional identity and professional attitude. The results of hierarchical regression analyses showed that the two admission criteria had just predictive validity for university academic achievement; however they could not predict prospective teachers’ professional attitude or their professional identity. Based on the findings of this study, it would be concluded that the academic measures used for admitting candidates into the program have low predictive validity for predicting non-academic attributes of teacher competenc