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Atai, Mahmood, Babaii, Esmat, Lotfi Gaskaree, Behruz. (1397). A Narrative Study of In-service EAP Teachers’ Cognition on Language Teacher Role Identities. پژوهش های میوه کاری, 6(2), 97-115. doi: 10.30466/ijltr.2018.120562
Mahmood Reza Atai; Esmat Babaii; Behruz Lotfi Gaskaree. "A Narrative Study of In-service EAP Teachers’ Cognition on Language Teacher Role Identities". پژوهش های میوه کاری, 6, 2, 1397, 97-115. doi: 10.30466/ijltr.2018.120562
Atai, Mahmood, Babaii, Esmat, Lotfi Gaskaree, Behruz. (1397). 'A Narrative Study of In-service EAP Teachers’ Cognition on Language Teacher Role Identities', پژوهش های میوه کاری, 6(2), pp. 97-115. doi: 10.30466/ijltr.2018.120562
Atai, Mahmood, Babaii, Esmat, Lotfi Gaskaree, Behruz. A Narrative Study of In-service EAP Teachers’ Cognition on Language Teacher Role Identities. پژوهش های میوه کاری, 1397; 6(2): 97-115. doi: 10.30466/ijltr.2018.120562

A Narrative Study of In-service EAP Teachers’ Cognition on Language Teacher Role Identities

Iranian Journal of Language Teaching Research
مقاله 7، دوره 6، شماره 2، مهر 2018، صفحه 97-115    اصل مقاله (2.17 M)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2018.120562
نویسندگان
Mahmood Reza Atai1؛ Esmat Babaii1؛ Behruz Lotfi Gaskaree* 2
1English department, faculty of humanities, Kharazmi University, Tehran, Iran
2University of Zabol, Iran
چکیده
The present exploratory study probed Iranian in-service EAP teachers’ cognitions on language teacher role identities. Life history narratives and teaching philosophy statements were employed to collect qualitative data from nine Iranian in-service EAP teachers at one of the state universities in Iran. The data included the teachers’ descriptions of their teaching philosophies as well as their evaluations and interpretations of their prior teachers’ ways of being language teachers. Inductive analysis of the data allowed the researchers to identify Eight role identities including ‘teachers as creators and users of learning opportunities’; ‘teachers as selectors and users of teaching/learning materials’; ‘teachers as assessors and evaluators’; ‘teachers as researchers’; ‘teachers as realizers and facilitators of the development of learners' (full) potentials’; ‘teachers as observers of ethicality’; ‘teachers as learners’; and, ‘teachers as teacher educators’. In addition to providing a typology of teacher role identities that Iranian language teachers identify with, the study might promise some implications for language teacher education and teacher education research.
کلیدواژه‌ها
in-service EAP teachers؛ life history؛ role identity؛ teacher cognition؛ teaching philosophy statement
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