Document Type : Research Articles


1 Assistant Professor of Applied Linguistics, Department of English Language Teaching, Faculty of Humanities, Imam Khomeini International University, Qazvin, Iran

2 MA in Applied Linguistics, Department of English Language Teaching, Faculty of Humanities, Kashan University, Iran



Different aspects of identity have been investigated across various educational fields. Although many studies have been done to investigate different aspects of EFL teachers’ identity development, there is a paucity of research on identity-oriented EFL teacher education programs. Hence, the purpose of the current study was to investigate EFL teacher educators’ and EFL teachers’ perspectives about identity-oriented EFL teacher education programs to probe where the commonality of perspectives lies between the two groups in order to see how to run identity-oriented teacher education programs. To that end, three EFL teacher educators and five EFL teachers who were recruited based on convenience sampling were interviewed. Each participant was interviewed two times. The interviews were analyzed using grounded theory. The findings revealed that both EFL teacher educators and EFL teachers believed that an EFL teacher education program would be an identity-oriented one when 1) addressing reflective pedagogy, 2) bridging the gap between theory and practice, 3) involving EFL teachers in action research, 4) emphasizing sociocultural aspects of EFL teacher education, and 5) developing EFL teacher awareness about the varieties. Thus, it can be concluded that through including the mentioned features in the teacher education program, teacher educators can achieve identity-oriented teacher education programs. 


Main Subjects

Article Title [فارسی]

دیدگاه مربی-معلمان و معلمان زبان انگلیسی درمورد برنامه های تربیت معلم هویت-بنیان

Abstract [فارسی]

پژوهش های مختلفی با موضوعات مرتبط با هویت در زمینه های آموزشی انجام شده است. اگرچه پژوهش های زیادی بر رشد هویت معلمان زبان انگلیسی به عنوان زبان خارجی انجام شده است، ولی با کمبود پژوهش های مرتبط با برنامه های تربیت معلم هویت-بنیان روبرو هستیم. از این رو، این پژوهش به دنبال آن بود تا به بررسی دیدگاه مربی-معلمان و معلمان زبان انگلیسی درمورد برنامه های تربیت معلم هویت-بنیان بپردازد تا نقاط مشترک دیدگاه این دو گروه را به دست آورد و به برنامه ای مشترک هویت-بنیان دست پیدا کند. به این منظور، سه مربی-معلم و پنج معلم زبان انگلیسی به عنوان زبان خارجی مورد مصاحبه قرار گرفتند. مصاحبه ها بر اساس تئوری داده-بنیان مورد تحلیل و واکاوی قرار گرفتند. نتایج نشان داد که هر دو گروه برنامه ای را هویت-بنیان می دانند که 1- به آموزش فکورانه بپردازد، 2- فاصله بین نظریه و عمل را پرکند، 3-معلمان آموزش زبان انگلیسی به عنوان زبان خارجی را به انجام پژوهش درگیر کند، 4- بر آموزش جنبه های فرهنگی-اجتماعی معلمان آموزش زبان انگلیسی به عنوان زبان خارجی تاکیید داشته باشد، و 5- موجب رشد آگاهی معلمان آموزش زبان انگلیسی به عنوان زبان خارجی در موضوعات مختلف شود. بر این اساس می توان نتیجه گرفت که با قرار دادن این موارد در برنامه های تربیت معلم زبان انگلیسی به عنوان زبان خارجی می توان به برنامه هویت-بنیان دست یافت.

Keywords [فارسی]

  • اقدام پژوهی
  • مربی-معلمان آموزش زبان انگلیسی به عنوان زبان خارجی
  • تربیت معلم هویت-بنیان
  • آموزش فکورانه
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