Investigating Iranian EFL Teachers’ Identity Development Processes

Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28, 706-717. doi: 10.1016/j.tate.2012.02.005

Alsup, J. (2006). Teacher identity discourses: Negotiating personal and professional spaces. Mahwah, NJ: Lawrence Erlbaum Associates.

Ashforth, B. E. & Tomiuk, M. A. (2000). Emotional labor and authenticity: Views from service agents. In S. Fineman (Ed.). Emotions in Organizations (pp. 184-203). London: Sage.

Atai, M. R., & Khazaee, M. (2014). Exploring Iranian EAP teachers’ pedagogical content knowledge and their professional identity. Issues in Language Teaching, 3(1), 1-35.

Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 2, 175-189.

Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education,20, 107-128.

Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16(7), 749-764.

Bolivar A., & Domingo J. (2006). The professional identity of secondary school teachers in Spain: Crisis and reconstruction. Theory Res Educ, 4(3), 339-55.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. DOI: 10.1191/1478088706qp063oa

Buchanan, R. (2015) Teacher identity and agency in an era of accountability. Teachers and Teaching, 21(6): 700-719.

Burn, K. (2007). Professional knowledge and identity in a contested discipline: challenges for student teachers and teacher educators. Oxford Review of Education, 33(4), 445-467.

Caihong, H. (2011). Changes and Characteristics of EFL Teachers’ Professional Identity: The Cases of Nine University Teachers. Chinese Journal of Applied Linguistics (Quarterly), 34(1), 3-21.

Cohen, J. L. (2010). Getting recognized: Teachers negotiating professional identities as learners through talk. Teaching and Teacher Education, 26(3), 473-481.

Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and teacher Education, 21(5), 563-577.

Day, C., Kington, A., Stobart, G. & Sammons, S. (2006). The personal and professional selves of teachers: stable and unstable identities. British Educational Research Journal, 32(4), 601-616.

Derakhshan, A., Coombe, C., Arabmofrad, A., & Taghizadeh, M. (2020). investigating the effects of English language teachers’ professional identity and autonomy in their success. Issues in Language Teaching (ILT), 9(1), 1-28. https://doi.org/10.22054/ilt.2020.52263.496

Engestrom, Y. (1987). Learning by expanding: An activity theoretical approach to developmental research. Helsinki: Orienta-Konsultit Oy.

Estaji, M., & Shafaghi, M. (2018). teacher evaluation in EFL context: development and validation of a teacher evaluation questionnaire. Issue in Language Teaching (ILT), 7(2), 147-187.

Flores, M. A., & Day, C. (2006). Contexts which shape and reshape new teachers’ identities: A multi-perspective study. Teaching and Teacher Education, 212, 219- 232.

Fogle, L.W., & Moser, K. (2017). Language Teacher Identities in the Southern United States: Transforming Rural Schools. Journal of Language, Identity & Education, 2, 65-79.

Gee, J. P. (1996). Social linguistics and literacies: Ideology in discourses (2nd ed.). London: Taylor & Francis.

Gee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25(1), 99-125.

Gee, J. P. (2004). Language learning as a matter of learning social languages within discourses. In M. Hawkins (Ed.), Language learning and teacher education: A sociocultural approach (pp. 13-32). Clevedon, UK: Multilingual Matters.

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.

Gu, M., &Benson, P. (2014). The formation of English teacher identities: A cross-cultural investigation. Language Teaching Research, 19(2), 187-206. https://doi.org/10.1177/1362168814541725

Ha, P. L. (2008). Teaching English as an international language: Identity, resistance and negotiation. Journal of Language, Identity & Education,10(5), 364-367.

Han, I. (2016). Conceptualization of English Teachers’ Professional Identity and Comprehension of its Dynamics. Teachers and Teaching, 602, 1-21. https://doi.org/10.1080/13540602.2016.1206525

Hong, J. Y. (2010). Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession. Teaching and Teacher Education, 26, 1530-1543.

Izadinia, M. (2012). Who I was and became: a critical reflection on my teacher-student self. Reflective Practice: International and Multidisciplinary Perspectives, 13(2), 183-194. DOI: 10.1080/14623943.2011.626028

Jephcote, M., & Salisbury, J. (2009). Further education teachers’ accounts of their professional identities. Teaching and Teacher Education,25(7), 966-972.

Johnson, K. (2003). Every experience is a moving force: Identity and growth through mentoring. Teaching and Teacher Education, 19, 787-800.

Joseph, D., & Heading, M. (2010). Putting theory into practice: moving from student identity to teacher identity. Australian Journal of Teacher Education, 35(3), 75- 87.

Kelchtermans, G. (1993). Getting the story, understanding the lives: from career stories to teachers' professional development. Teaching and Teacher Education, 9(5), 443-456.

Labbaf, A., Moinzadeh, A., & Dabaghi, A. (2019). Professional identity and teaching quality: The case of Iranian EFL teachers. Journal of English Language Teaching and Learning, 11(24), 201-225.

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.

Lee, I. (2013). Becoming a writing teacher: Using ‘‘identity’’ as an analytic lens to understand EFL writing teachers’ development. Journal of Second Language Writing, 22, 330-345. doi: 10.1016/j.jslw.2012.07.001

Leijen, Ä., Kullasepp, K., & Ots, A. (2013). The Evaluation of Internalization of Teachers’ Professional Role among Pre-Service Teachers. Estonian Journal of Education], 1, 72 - 96.

Leontiev, A. N. (1981). The problem of activity in psychology. In J. V. Wertsch (Ed.), The concept of activity in Soviet psychology: Wertsch, James V.: Books. (1981), (pp. 37-71).

Mantei, J., & Kervin, L. (2011). Turning into teachers before our eyes: the development of professional identity though professional dialogue. Australian Journal of Teacher Education, 36(1). http://dx.doi.org/10.14221/ajte.2011v36n1.1

Miller, J. (2009). Teacher identity. In A. Burns & J. C. Richards (Eds.), The Cambridge guide to second language teacher education, (pp. 172-181). Cambridge, UK: Cambridge University Press.

Mirzaee, A., & Aliakbari, M. (2017). “They now respect me and send me to the best schools!”: identity construction of an Iranian EFL teacher. Critical Inquiry in Language Studies. doi: 10.1080/15427587.2017.1327794

Mockler, N. (2011). Beyond: ‘what works’: understanding teacher identity as a practical and political tool. Teachers and Teaching: Theory and Practice, 17, 517-528.

Mora, A., Trejo, P., & Roux, R. (2014). English language teachers’ professional development and identities. Profile Issues in Teachers Professional Development, 16(1), 49-62.

Morgan, B. (2004). Teacher identity as pedagogy: Towards a field-internal conceptualization in bilingual and second language education. International Journal of Bilingual Education and Bilingualism, 7(2-3), 172-188.

Namaghi, S. A. O. (2009). A data-driven conceptualization of language teacher identity in the context of public high schools in Iran. Teacher Education Quarterly, 36(2), 111-124.

Norton, B., & Toohey, K. (2011). Identity, language learning, and social change. Language Teaching, 44(4), 412-446.

Pavlenko, A. (2003). “I never knew I was a bilingual": Reimagining teacher identities in TESOL. Journal of Language, Identity, and Education, 2(4), 251-268.

Pennington, M. (2015). Teacher identity in TESOL: a frames perspective. Teacher identity and development in applied linguistics: Current Trends and Perspectives. London: Routledge.

Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5-23.

Stets, J., & Burke, P. (2000). Identity theory and social identity theory. Social Psychology Quarterly, 63(3), 224-237.

Tan, C. P., van der Molen, H. T., & Schmidt, H. G. (2017): A measure of professional identity development for professional education. Studies in Higher Education,42(8), 1504-1519. DOI:10.1080/03075079.2015.1111322

Timoštšuk, I., & Ugaste, A. (2010). Student teachers’ professional identity. Teaching and Teacher Education, 26(8), 1563-1570.

Varghese, M. (2000). Bilingual teachers-in-the-making: Advocates, classroom teachers, and transients. Unpublished doctoral dissertation, University of Pennsylvania, Philadelphia.

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity and Education, 4, 21-44.

ZainadinyMofrad, E. (2016). Exploring the professional identity of the Iranian English teachers: the case of English institutes of Iranshahr. Theory and Practice in Language Studies, 6(4), 843-848. DOI: http://dx.doi.org/10.17507/tpls.0604.23