Document Type : Research Articles


1 Department of English, Baneh Branch, Islamic Azad University, Baneh, Iran

2 Department of English Language, Bonab Branch, Islamic Azad University, Bonab, Iran

3 Department of English Language and Literature, Faculty of Literature and Humanities, Azarbaijan Shahid Madani University, Tabriz, Iran



There have been some researches on the way teacher identities are (re)constructed; however, the study which investigatesthe improvement of the identity through the shift in language teaching has not been conducted. Thus the present qualitative study set out to investigate Iranian EFL teachers’ professional development who had been teaching either Arabic or Persian languages for more than six years prior to entering the English language teaching profession. Eleven Iranian in-service teachers took part in the study through purposeful sampling. For the purpose of the data collection, in-depth interviews, teachers’ narratives, and focus group interviews were used. The thematic analysis of the data through the Identity Theory (Burke & Stets, 2009) perspective revealedthree main themes: identity shift,identity development, and productive identity. The results indicate that teachers' professional learning requires rebuilding identity perception, and constructing a new identity will lead, in turn, to the professional development of teachers and their constructive learning. The present study contributes to the existing knowledge of teachers’ professional identity in that changes in the languages teachers teach will lead to reconstructing their professional identity in a positive wayand happen as a result of opportunities for professional development. The results have a number of implications for policymakers, teacher educators, and language teachers.


Main Subjects

Article Title [فارسی]

تحلیل ثماتیک کیفی در مورد چگونگی تغییر هویت معلمان ضمن تغییر از آموزش عربی یا فارسی به انگلیسی

Authors [فارسی]

  • دکتر فرزاد رستمی 1
  • دکتر محمد حسین یوسفی 2
  • دکتر داود امینی 3

1 گروه زبان انگلیسی، دانشگاه آزاد اسلامی واحد بانه، بانه، ایران

2 گروه زبان انگلیسیی، دانشگاه آزاد اسلامی واحد بناب، بناب، ایران

3 گروه زبان و ادبیات انگلیسی، دانشکده ادبیات و علوم انسانی, دانشگاه شهید مدنی آذربایجان، تبریز، ایران

Abstract [فارسی]

تحقیقات مختلفی در مورد نحوه (باز)ساخت هویت معلمان انجام شده است. با این حال، مطالعه ای که بهبود هویت را از طریق تغییر در آموزش نوع زبان بررسی می کند، انجام نشده است. بنابراین، مطالعه کیفی حاضر به منظور بررسی توسعه هویت حرفه ای معلمان ایرانی که بیش از شش سال قبل از ورود به حرفه تدریس زبان انگلیسی، به زبانهای عربی یا فارسی تدریس کرده بودند، پرداخت. یازده معلم ایرانی که در حال حاضر مشغول تدریس هستند از طریق نمونه گیری هدفمند در این مطالعه شرکت کردند. به منظور جمع آوری داده ها، از مصاحبه های عمیق، روایت های معلمان و مصاحبه های گروه متمرکز استفاده شده است. تجزیه و تحلیل ثماتیک داده ها که از طریق نظریه هویتی بورک و استس (2009) انجام شد، سه تم اصلی را نشان داد: تغییر هویت، توسعه هویت، و هویت زایا. نتایج نشان می دهد که یادگیری حرفه ای معلمان نیاز به بازسازی ادراک آنها از هویت دارد و ساخت هویت جدید به نوبه خود منجر به پیشرفت حرفه ای معلمان و یادگیری سازنده آنها خواهد شد. مطالعه حاضر به دانش موجود در مورد هویت حرفه ای معلمان کمک می کند از این رو که تغییر در زبانهایی که معلمان تدریس می کنند منجر به بازسازی سودمندانه هویت حرفه ای آنها  می شود و در نتیجه فرصت های بیشتری جهت پیشرفت حرفه ای فراهم میشود. این نتایج برای سیاست گذارن آموزشی، مربی معلمان و معلمان زبان مفید خواهد بود.

Keywords [فارسی]

  • هویت حرفه ای
  • تغییر هویت
  • تحلیل ثماتیک
  • آموزش معلم
  • توسعه معلمی
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