|تعداد مشاهده مقاله||49,884,927|
|تعداد دریافت فایل اصل مقاله||13,080,389|
Professional Identity and Teaching Quality: The case of Iranian EFL teachers
|Journal of English Language Teaching and Learning|
|مقاله 9، دوره 11، شماره 24، اسفند 2019، صفحه 201-225 اصل مقاله (766.15 K)|
|نوع مقاله: Research Paper|
|Azade Labbaf1؛ Ahmad Moinzadeh* 2؛ Azizollah Dabaghi2|
|1PhD student, Isfahan University, Department of foreign languages|
|2Associate Professor, Department of English Language, University of Isfahan|
|This paper reports on the findings of a research aimed at exploring the professional identity (PI) of English as Foreign Language (EFL) teacher in Iran. The research further examined the extent to which the identified PI factors affect their teaching quality. The authors argue that earlier classification of different factors of professional identity of EFL teachers is arbitrary and may only be valid by definition. The possible grouping of these factors is also examined to identify what clusters of factors have relative importance in EFL teacher's professional identity and how these clusters may contribute to the quality of teaching. Sample participants contributed in semi-structured interviews and subsequently based on the thematic analysis of the interviews a questionnaire was developed and completed by a total of 143 EFL instructors and students. Factor Analysis of data identified four distinct clusters accounted for a total of nineteen variables presenting the PI profile of EFL teacher in which Personal Characteristics (PC) emerged as the most important cluster. Consequently, five clusters identified to have a considerable effect on teaching quality, Pedagogical knowledge (PK) found to be the most influential cluster. These findings may well serve as a valuable pedagogical resource for EFL teachers and policy makers to help improve teaching quality, educational processes, and curriculum design.|
|Keywords: Identity؛ Professional Identity؛ EFL teacher identity؛ quality of teaching|
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