هویت حرفه ای گذشته، حال، و آرمانی معلمان زبان انگلیسی: سنجش تاثیر تجربۀ تدریس بر هویت حرفه ای

نوع مقاله: علمی پژوهشی

نویسندگان

1 دانشگاه علامه طباطبایی

2 دانشگاه علوم انتظامی امین

چکیده

هویت حرفه‌ای با پیشرفت حرفه‌ای تفاوت دارد. این مقاله تلاشی است تا با تأکید بر تمایز بین پیشرفت حرفه‌ای با پیشرفت هویت حرفه‌ای، تأثیر تجربه را بر سه بخش هویت حرفه‌ای گذشته، حال و آرمانی سنجش کند. داده‌های لازم از طریق پرسشنامه و از میان معلمان زبان در سه لایۀ درونی، بیرونی، و رو به گسترش زبان انگلیسی جمع‌آوری و در پایان داده‌های تعداد 180 نفر که پرسشنامه را به‌طور کامل پاسخ داده بودند، تحلیل آماری شد. یافته‌های پژوهش نشان داد که بین سال‌های تدریس به‌عنوان شاخص تجربه با هویت گذشته، رابطۀ کم و مثبت، با هویت حال رابطۀ قوی و مثبت، و با هویت آرمانی رابطه‌ای وجود ندارد. بر پایۀ یافته‌های پژوهش می‌توان گفت که سال‌های تدریس و تجربه در بهترین حالت می‌تواند یکی از ابعاد هویت حرفه‌ای (هویت حال) را تحت تأثیر قرار دهد و تجربه به ضرورت نمی‌تواند بیانگر حرفه‌ای بودن و متغیر ارتقای هویت حرفه‌ای باشد.

کلیدواژه‌ها


عنوان مقاله [English]

Past, Present, and Aspirational identity of English Language Teachers: Teaching Experience and its Influence on Professional Identity

نویسندگان [English]

  • Mahnaz Mostafaei Alaei 1
  • Rasool Najjarbaghseyah 2
1 Allameh Tabataba'i University
2 Language Department, Border Policing Faculty, IRI Amin Police University Tehran, Iran.
چکیده [English]

Professional development and professional identity have been interchangeably abused in the research agenda on teacher education and teacher development. This study is an effort to examine the influence of teaching experience on past, present, and aspirational identity while focusing on the distinction between professional development and professional identity development. Data was gathered through a questionnaire from 180 English language teachers working within inner, outer, and expanding circle of language use. Statistical analysis showed that while there was a meaningful statistical significant difference between teaching experience with past and present professional identity, no statistical difference found between teaching experience and aspirational identity. Spearman Correlation also showed that teaching experience had a direct positive relation with past and present identity. These findings imply that although teaching experience might develop some components of professional identity (past, and present), it lacks development of professional identity as a whole. These implications have suggestions for teacher development and education.

کلیدواژه‌ها [English]

  • English language teaching
  • teacher education
  • Professionalism
  • professional identity
  • teachers’ identity
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