|تعداد مشاهده مقاله||8,864,129|
|تعداد دریافت فایل اصل مقاله||5,837,042|
Toward the Development of a Model of Teaching as Profession in the Iranian EFL Context: Insights From Iranian EFL Teachers
|Iranian Journal of Applied Language Studies|
|مقاله 8، دوره 12، شماره 1، شهریور 2020، صفحه 217-246 اصل مقاله (296.78 K)|
|نوع مقاله: Research Paper|
|شناسه دیجیتال (DOI): 10.22111/ijals.2020.5679|
|Ali Asghar poorbehzadi1؛ Shahram Afraz 1؛ Fazlolah Samimi2|
|1Department of English, Qeshm Branch, Islamic Azad University, Qeshm, Iran|
|2Department of English, Bandar Abbas Branch, Islamic Azad University, Bandar Abbas, Iran|
|Teachers pose different perspectives toward teaching. Some teachers share this attitude that teaching is just a job and a sole source of income, while others believe that teaching is a vocational and moralistic career associated with love, commitment, and devotion. This study, in the form of a qualitative grounded theory approach, aimed to deeply investigate the interrelationship of data emerged from teachers’ perspectives toward teaching as profession to develop a model in this regard. Therefore, twenty-six Iranian English teachers, teaching at schools and Farhang language institute, were requested to share their ideas as to how they view teaching as a profession. A semi-structured interview, in three sessions with 20 participants and focus-group interviews with 6 participants were conducted. Based on Corbin and Strauss's (2014) systematic steps for grounded theory, the data then transcribed and codified. The findings ended with an eight-factor model containing 40 categories. The factors include: a) source of income, b) decreasing motivation, c) poverty and inclination to become a teacher, d) insufficient salary, e) deteriorated quality of teaching, f) experience, g) society negative attitude, h) dissatisfaction. The proposed model opens a new window for teachers and reminds the government educational policymakers, training centers, ministry of education, and those who care about quality education and students’ academic achievements to observe income inequality, and salary differentials, increase teachers’ social status, and motivation, facilitate difficult working conditions, reduce resource wastage, support teachers appropriately, decrease teachers’ financial concerns, terminate the sense of socioeconomic inequality, and speak out the voices of marginalized teachers.|
|teaching؛ teachers؛ teaching profession؛ teaching profession model؛ grounded theory|
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