تعداد نشریات | 31 |
تعداد شمارهها | 714 |
تعداد مقالات | 6,952 |
تعداد مشاهده مقاله | 11,426,526 |
تعداد دریافت فایل اصل مقاله | 7,804,570 |
Challenges in Constructing the Professional Identity of Iranian EFL Teachers: A Narrative Inquiry | ||
Iranian Journal of Applied Language Studies | ||
دوره 16، شماره 2، دی 2024، صفحه 43-70 اصل مقاله (573.08 K) | ||
نوع مقاله: Research Paper | ||
شناسه دیجیتال (DOI): 10.22111/ijals.2024.46569.2376 | ||
نویسندگان | ||
Seyyed Ayatollah Razmjoo* ؛ Saeed Fazli | ||
Department of Foreign Languages and Linguistics, Faculty of Literature and Humanities, Shiraz University, Shiraz, Iran | ||
چکیده | ||
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. | ||
کلیدواژهها | ||
gender-specific challenges؛ narrative inquiry؛ professional identity | ||
مراجع | ||
Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706-717.
Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education, 27, 308–319.
Alsup, J. (2006). Teacher identity discourses. NJ: Lawrence Erlbaum Associates.
Alsup, J. (2006). Teacher identity discourses. Negotiating personal and professional spaces. Lawrence Erlbaum.
Ary, D., Jacobs, L. C., Irvine, C. S. K., & Walker, D. (2018). Introduction to Research in Education (10th ed.). Cengage Learning.
Assaf, L. C. (2005). Staying connected: Student teachers’ perceptions of computer‐mediated discussions. The Teacher Educator, 40(4), 221-237.
Atay, D., & Ece, A. (2009). Multiple identities as reflected in English-language education: The Turkish perspective. Journal of Language, Identity, and Education, 8(1), 21-34.
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.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20(2), pp.107–128.
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20, 107–128.
Ben-Peretz, M. (2001). The impossible role of teacher educators in a changing world. Journal of Teacher Education, 52(1), 48-56.
Brown, B. A. (2006). It isn’t no slang that can be said about this stuff: Language, identity, and appropriating science discourse. Journal of Research in Science Teaching, 43(1), 96-126.
Cambridge University Press. (n.d.). Challenge. In Cambridge dictionary. https://dictionary.cambridge.org/ dictionary/ english/ challenge
Canagarajah, A. S. (1999). Resisting linguistic imperialism in English teaching. Oxford University Press.
Cardelle-Elawar, M., Irwin, L., & Sanz de Acedo-Lizarraga, M. L. (2007). A cross cultural analysis of motivational factors that influence teacher identity. Electronic Journal of Research in Educational Psychology, 5 (13), 565-592.
Clandinin, D. J., & Connelly, F. M. (1999). Storying and restorying ourselves: Narrative and reflection. In A-Y Chen & J. Van Maanen (Eds.), The reflective spin: Case studies of teachers in higher education transforming action (pp. 15-24). World Scientific.
Cochran-Smith, M. (2001). Reforming teacher education: Competing agendas. Journal of Teacher Education, 52(4), 263-265.
Coldron, J., & Smith, R. (1999). Active location in teachers’ construction of their professional identities. Journal of Curriculum Studies, 31, 711–726.
Cook, J. S. (2009). Coming into my own as a teacher: Identity, disequilibrium, and the first year of teaching. The New Educator, 5(4), 274-292.
Cooper, K., & Olson, M. R. (1996). The multiple ‘I’s’ of teacher identity. In M. Kompf, W. R. Bond, D. Dworet & R. T. Boak (Eds.), Changing research and practice: Teachers’ professionalism, identities and knowledge (pp. 78–89). The Falmer Press.
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing Among fire traditions (2nd ed.). SAGE Publications.
Enyedy, N., Goldberg, J., & Welsh, K. M. (2006). Complex dilemmas of identity and practice. Science Education, 90(1), 68-93.
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4.
F., Coelho, M., & M Gomes, R. (2014). Teachers’ workload: Evidence and ambiguity on professional identity. The Open Sports Sciences Journal, 7(1).
Farnsworth, V. (2010). Conceptualizing identity, learning and social justice in community-based learning. Teaching and Teacher Education, 26(7), 1481-1489.
Farrell, T. S. C. (2012). Novice-service language teacher development: Bridging the gap between preservice and in-service education and development. TESOL Quarterly, 46(3), 435-449. https://doi.org/ 10.1002/tesq.36.
Franzak, J. K. (2002). Developing a teacher identity: The impact of critical friends practice on the student teacher. English Education, 34(4), 258-280.
Friesen, M. D., & Besley, S. C. (2013). Teacher identity development in the first year of teacher education: A developmental and social psychological perspective. Teaching and Teacher Education, 36, 23-32.
Fuller, F. F., & Bown, O. H. (1975). Becoming a teacher. In K. Ryan (Ed.), Teacher education, 74th yearbook of the national society for the study of education, part II (pp. 25–52). University of Chicago Press.
Gee, J. P. (2001). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99–125.
Ghanizadeh, A., & Ostad, S. A. (2016). The dynamism of teachers’ identity: The case of Iranian EFL teachers. Sino-US English Teaching, 13(11), 831-841.
Gordon, R.,L. (1975) Interviewing: Strategy, techniques and tactics. Dorsey Press, Illinois.
Gu, M., & Benson, P. (2014). The formation of English teacher identities: A cross-cultural investigation. Language Teaching Research, 19(2), 1–20.
Hamman, D., Gosselin, K., Romano, J., & Bunuan, R. (2010). Using possible-selves theory to understand the identity development of new teachers. Teaching and Teacher Education, 26(7), 1349-1361.
Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694-713.
Kälvemark, S., Höglund, A. T., Hansson, M. G., Westerholm, P., & Arnetz, B. (2004). Living with conflicts-ethical dilemmas and moral distress in the health care system. Social Science & Medicine, 58, 1075–1084.
Kao, Y., & Lin, S. (2015). Constructing a structural model of teachers’ professional identity. Asian Journal of Management Sciences & Education, 4(1), 69-81.
Kerby, A. P. (1991). Narrative and the self. Indiana University Press.
Kılıç, M., & Cinkara, E. (2020). Critical incidents in preservice EFL teachers’ identity construction process. Asia Pacific Journal of Education, 40(2), 182-196.
Knowles, T. (1992). Teacher education and the Rosebud tribal education code. Tribal College, 4(1), 21.
Komba, W. L., Anangisye, W. A., & Katabaro, J. K. (2013). Teacher professional identity and quality assurance in Tanzania: The case of the University of Dar es salaam. Journal of International Cooperation in Education, 15(3), 187-204.
Kompf, M., Bond, W. R., Dworet, D., & Boak, T. (1996). Changing research and practice: Teachers’ professionalism, Identities and Knowledge. Routledge. https://doi.org/10.4324/9781315043227
Korthagen, F. A. (2004). In search of the essence of a good teacher: Towards a more holistic approach in teacher education. Teaching and Teacher Education, 20(1), 77-97.
Kumaravadivelu, B. (2014). Afterword: Rethinking global perspectives and local initiatives in language teaching. In S. Ben Said & L. J. Zhang (Eds), language teachers and teaching: Global perspectives, local initiatives (pp. 317–323). Routledge.
Lasky, S. (2005). A sociocultural approach to understanding teacher identity, agency and professional vulnerability in a context of secondary school reform. Teaching and Teacher Education, 21(8), 899-916.
Lin, H. L., Gorrell, J., & Porter, K. (1999). The road to preservice teachers’ conceptual change. Annual Meeting of the Mid-South Educational Research Association, Point Clear.
Lipka, R. P., & Brinthaupt, Th. M (Eds.) (1999). The role of self in teacher development. State University of New York Press.
Lomi, A. N. K., & Mbato, C. L. (2020). Struggles and strategies in constructing professional identity: The first-year teaching experiences of Indonesian EFL novice teachers. Journal of English Education and Teaching, 4(1), 1-19.
Loughran, J., & Berry, A. (2005). Modelling by teacher educators. Teaching and Teacher Education, 21(2), 193-203.
MacLure, M. (1993). Arguing for your self: Identity as an organising principle in teachers’ jobs and lives. British Educational Research Journal, 19, 311–322.
McLean, S. V. (1999). Becoming a teacher: The person in the process. In R. P. Lipka, & Th. M. Brinthaupt (Eds.), The role of self in teacher development (pp. 55–91). State University of New York Press.
Meihami, H., Rashidi, N., Sahragard, R., & Razmjoo, S. A. (2019). A review of language teachers’ identity development: A focus on cultural identity theories. [In English]. Journal of Language Teaching, Literature & Linguistics (JLTLL), 2(2), 49-75.
Mercer, K. (1990). Welcome to the Jungle: Identity and diversity in postmodern politics, Jonathan Rutherford. Identity: Community, Culture, Difference, 43.
Mishler, E. G. (1999). Storylines: Craft artists’ narratives of identity. Harvard University Press.
Mora, A., Trejo, P., & Roux, R. (2016). The complexities of being and becoming language teachers: Issues of identity ad investment. Language and Intercultural Communication, 16(2), 182–198.
Norton, B., & De Costa, P. (2018). Research tasks on identity in language teaching and learning. Language Teaching, 51, 90–112. https://doi.org/10.1017/s0261444817000325
Olsen, B. (2008). How reasons for entry into the profession illuminate teacher identity development. Teacher Education Quarterly, 35(3), 23-40.
Olsen, B. (2010). Teaching for success. Developing your teacher identity in today’s classroom. Paradigm Publishers.
Olsen, B. (2011). ‘I am large, I contain multitudes’: Teacher identity as a useful frame for research, practice, and diversity in teacher education. In A. F. Ball & C. A. Tyson (Eds.), Studying diversity in teacher education (pp. 257–273). Rowman & Littlefield.
Poulou, M. (2007). Personal teaching efficacy and its sources: Student teachers’ perceptions. Educational Psychology, 27(2), 191-218.
Rahimi, A., & Bigdeli, R. A. (2014). The Dynamicity and flexibility of EFL teachers’ role identities in language institutes. ABAC Journal, 34(2), 46-55.
Rahimi, M., & Asadollahi, F. (2012). On the relationship between Iranian EFL teachers’ classroom management orientations and teaching style. Procedia-Social and Behavioral Sciences, 31, 49-55.
Rodgers, C. R., & Scott, K. H. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman- Nemser, D. J. McIntyre, & K. E. Demers (Eds.), Handbook of research on teacher education (pp. 732–755). Routledge.
Rodgers, C., & Scott, K. (2008). The development of the personal self and professional identity in learning to teach. In M. Cochran-Smith, S. Feiman-Nemser, D.J. McIntyre & K.E. Demers (Eds.), Handbook of research on teacher education: Enduring questions and changing contexts (pp. 732–755). Routledge.
Sachs, J. (2001). Teacher professional identity: Competing discourses, competing outcomes. Journal of Education Policy, 16(2), 149-161.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher. In P. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5–21). Routledge.
Sachs, J. (2005). Teacher education and the development of professional identity: Learning to be a teacher1. In P. M. Denicolo & M. Kompf (Eds.), Connecting policy and practice: Challenges for teaching and learning in schools and universities (pp. 5-21). Routledge.
Safari, P. (2018). A critical reflection on (re) construction of my identity as an English language learner and English teacher. Professional Development in Education, 44(5), 704-720.
Salehizadeh, S., Shabani, M., & Malmir, A. (2020). Professionalism: The perceptions of Iranian English teachers of competence and performance in language teaching. Iranian Journal of English for Academic Purposes, 9(1), 1-14.
Seidl, B. L., & Conley, M. D. (2009). Research directions:(Re) Writing new possibilities for teaching lives: Prospective teachers and multicultural apprenticeships. Language Arts, 87(2), 117-126.
Shapira-Lishchinsky, O. (2011). Teachers’ critical incidents: Ethical dilemmas in teaching practice. Teaching and Teacher Education, 27, 648–656.
Simon-Maeda, A. (2004). The complex construction of professional identity: Female EFL educators in Japan speak out. TESOL Quarterly, 38(3), 404–436.
Sleegers, P., & Kelchtermans, G. (1999). Inleiding op het themanummer: Professionele identiteit van leraren [Professional identity of teachers]. Pedagogisch Tijdschrift, 24, 369–374.
Smagorinsky, P., Cook, L. S., Moore, C., Jackson, A. Y., & Fry, P. G. (2004). Tensions in learning to teach: Accommodation and the development of a teaching identity. Journal of Teacher Education, 55, 8–24.
Sutherland, L., Howard, S., & Markauskaite, L. (2010). Professional identity creation: Examining the development of beginning preservice teachers’ understanding of their work as teachers. Teaching and Teacher Education, 26(3), 455-465.
Timoštšuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26(8), 1563-1570.
Trejo Guzmán, N.P. (2010). The teacher self-construction of language teachers [Unpublished doctoral dissertation]. The University of Exeter.
Trent, J. (2010). Teacher education as identity construction: Insights from action research. Journal of Education for Teaching, 36(2), 153-168.
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
Volkmann, M. J., & Anderson, M. A. (1998). Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher. Science Education, 82, 293–310.
Wang, P. (2020). Too many constraints: Five first-year EFL teachers’ professional identity construction. European Journal of Teacher Education. https://doi.org/10.1080/02619768.2020.1758662
Waterman, A. S. (1982). Identity development from adolescence to adulthood: An extension of theory and a review of research. Developmental Psychology, 18, 341–358.
Webster, L., & Mertova., P. (2007). Using narrative inquiry as a research method: An introduction to using critical event narrative analysis in research on learning and teaching. Routledge.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press.
Williams, J. (2007). Becoming a teacher: The professional learning journey of career change students in teacher education. In Dimensions of Professional Learning (pp. 141-154). Brill.
Zembylas, M. (2005). Beyond teacher emotion and teacher beliefs: The value of the ethnography of emotions in teaching. International Journal of Qualitative Studies in Education, 18 (4), 465-487. https://doi.org/ 10.1080/09518390500137642. | ||
آمار تعداد مشاهده مقاله: 65 تعداد دریافت فایل اصل مقاله: 58 |