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فهرست نشریات دارای اعتبار وزارت علوم، تحقیقات و فناوری
پایگاه استنادی علوم جهان اسلام (ISC)

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Ghasemi, Shabnam, Soodmand Afshar, Hassan. (1404). (Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups Abstract. سامانه مدیریت نشریات علمی, (), -. doi: 10.22034/elt.2025.69823.2836
Shabnam Ghasemi; Hassan Soodmand Afshar. "(Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups Abstract". سامانه مدیریت نشریات علمی, , , 1404, -. doi: 10.22034/elt.2025.69823.2836
Ghasemi, Shabnam, Soodmand Afshar, Hassan. (1404). '(Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups Abstract', سامانه مدیریت نشریات علمی, (), pp. -. doi: 10.22034/elt.2025.69823.2836
Ghasemi, Shabnam, Soodmand Afshar, Hassan. (Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups Abstract. سامانه مدیریت نشریات علمی, 1404; (): -. doi: 10.22034/elt.2025.69823.2836

(Re)Construction of Iranian EFL Teachers' Professional Identity through Action Research and Teacher Support Groups Abstract

Journal of English Language Teaching and Learning
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 18 آذر 1404
نوع مقاله: Research Paper
شناسه دیجیتال (DOI): 10.22034/elt.2025.69823.2836
نویسندگان
Shabnam Ghasemi1؛ Hassan Soodmand Afshar* 2
1Bu-Ali Sina University
2Allameh Tabataba'i University
چکیده
This mixed-methods research investigates how 185 Iranian EFL teachers re-shaped their professional identity by taking part in professional development (PD) models: Action research (AR) and Teacher Support Groups (TSGs). We invited the participants from public high-schools and gathered the Quantitative data using the English Language Teacher Professional Identity Inventory that was conducted before and after the interventions. These data were analyzed employing an Independent Samples t-test and repeated-measure ANOVA. We collected the qualitative data through semi-structured interviews and reflective journals, which was analyzed by thematic analysis. Quantitative results revealed notable improvements in professional identity for both groups; the AR group showed greater increase in pedagogical and personal aspects. Qualitative findings revealed four underlying themes: reflective practice and professional growth, autonomy and agency in teaching, emotional support and community, and professional development and learning approaches. Results indicated that reflection and autonomy were greater for AR, while emotional support and shared learning played a pivotal role for the support group. In the end, an exhaustive view of identity development was offered through presenting how AR improved personal growth, while the support group enhanced emotional flexibility and mutual learning.
کلیدواژه‌ها
professional identity؛ action research؛ teacher support groups؛ EFL teachers؛ professional development؛ reflective practice
آمار
تعداد مشاهده مقاله: 1


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