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Iranian English Teachers’ Implicit and Explicit Professional Identity | ||
| Journal of English Language Teaching and Learning | ||
| مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 20 شهریور 1404 | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/elt.2025.68787.2816 | ||
| نویسندگان | ||
| Hakimeh Khoobkhahi1؛ Mansoor Ganji* 2؛ Khaled Kordi1؛ Amir Mohammadian1 | ||
| 1English Department, Faculty of Management and Humanities, Chabahar Maritime University | ||
| 2Chabahar Maritime University | ||
| چکیده | ||
| In this study, implicit and explicit professional identity of 117 pre-service and 127 in-service Iranian EFL teachers was explored. The participants were English teachers from Sistan and Balouchestan, Golestan, Qom, Khoozestan, and Tehran provinces, who were chosen via convenience sampling. Teacher Professional Identity Scale (TPIS) developed by Kao and Lin (2015) and Professional Identity Questionnaire (PIQ) by Abu-Alruz and Khasawneh (2013) were applied to measure the implicit and explicit professional identity of these teachers respectively. The participants responded to the questionnaires online. The results of t-test demonstrated that there is a significant difference between the average teachers' explicit and implicit professional identity indicators for pre-service and in-service teachers. Besides, the average indices of explicit and implicit professional identity of in-service teachers are higher than the average indices of explicit and implicit professional identity of pre-service teachers. What is more, among indicators of implicit professional identity, Instructional skills and knowledge and teacher's duties are the highest ones both in in-service group and in pre-service group. These results highlight the necessity of taking into consideration pre-service teachers' professional identity construction and development in teacher educational programs. | ||
| کلیدواژهها | ||
| professional identity؛ explicit identity؛ implicit identity؛ Iranian EFL teachers | ||
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