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Investigating Iranian TEFL Ph.D. Candidates’ Professional Identity Development in the Course of their Doctoral Education | ||
| Teaching English as a Second Language Quarterly (Formerly Journal of Teaching Language Skills) | ||
| دوره 39، شماره 3.1، دی 2020، صفحه 131-184 اصل مقاله (983.38 K) | ||
| نوع مقاله: Research Paper | ||
| شناسه دیجیتال (DOI): 10.22099/jtls.2020.38243.2872 | ||
| نویسندگان | ||
| Armaghan Qaleshahzari* 1؛ Esmail Faghih2؛ Massood Yazdanimoghaddam3 | ||
| 1English Department, Faculty of Persian Literature and Foreign Languages, Islamic Azad University, South Tehran Branch, Tehran, Iran | ||
| 2Islamic Azad University, South Tehran Branch, Tehran, Iran | ||
| 3Assistant Professor, IAU: South Tehran Branch, Tehran, Iran | ||
| چکیده | ||
| The current study investigated the Iranian Teaching English as a Foreign language (TEFL) Ph.D. candidates’ (TPCs) professional identity development during the TEFL Ph.D. education program (TPEP). Applying a mixed-method design, the current study used two kinds of instruments: a four-point, Likert-scale, a researcher-made questionnaire on TPCs’ professional identity development, and the semi-structured interviews. First, the survey was mailed to 80 university instructors. Then, to yield an in-depth understanding of how TPCs develop their professional identity, TPCs with more than 10 years of intensive experience were asked to participate in the interview. Following the quantitative data analysis, the qualitative data obtained through semi-structured interviews were analyzed using descriptive qualitative content analysis techniques. The results indicated that the majority of the participants believed that TPEP caused them to gain social legitimation from their community of practice, to get socialized to their global community, and raised their social status; therefore, they believed that not only professional but also personal development took place. Furthermore, it developed their pedagogical knowledge; however, it created small changes in the likelihood of TPCs’ career advancement and led to a small increase in their job satisfaction and security. The findings of the study can have some pedagogical implications for teacher education programs in that they can be used to emphasize their strengths, eliminate their weaknesses, and incorporate ample opportunities for TPCs’ reflection on their current and aspiring professional identities and improve their performance in classes. | ||
| کلیدواژهها | ||
| TEFL Ph.D. Candidates؛ Professional Identity Development؛ Community of Practice | ||
| مراجع | ||
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