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Xodabande, Ismail, Karimpour, Sedigheh. (1404). A Narrative Inquiry into Iranian Expatriate English Language Teachers’ Resilience and Identity Construction in Turkey. پژوهش های میوه کاری, 13(3 (Special Issue)), 141-166. doi: 10.30466/ijltr.2025.56757.3231
Ismail Xodabande; Sedigheh Karimpour. "A Narrative Inquiry into Iranian Expatriate English Language Teachers’ Resilience and Identity Construction in Turkey". پژوهش های میوه کاری, 13, 3 (Special Issue), 1404, 141-166. doi: 10.30466/ijltr.2025.56757.3231
Xodabande, Ismail, Karimpour, Sedigheh. (1404). 'A Narrative Inquiry into Iranian Expatriate English Language Teachers’ Resilience and Identity Construction in Turkey', پژوهش های میوه کاری, 13(3 (Special Issue)), pp. 141-166. doi: 10.30466/ijltr.2025.56757.3231
Xodabande, Ismail, Karimpour, Sedigheh. A Narrative Inquiry into Iranian Expatriate English Language Teachers’ Resilience and Identity Construction in Turkey. پژوهش های میوه کاری, 1404; 13(3 (Special Issue)): 141-166. doi: 10.30466/ijltr.2025.56757.3231

A Narrative Inquiry into Iranian Expatriate English Language Teachers’ Resilience and Identity Construction in Turkey

Iranian Journal of Language Teaching Research
دوره 13، 3 (Special Issue)، اسفند 2025، صفحه 141-166    اصل مقاله (687.75 K)
نوع مقاله: Original Article
شناسه دیجیتال (DOI): 10.30466/ijltr.2025.56757.3231
نویسندگان
Ismail Xodabande* 1؛ Sedigheh Karimpour2
1Kharazmi University, Iran
2Mazandaran University of Medical Sciences, Iran
چکیده
This study investigated the dynamic interplay between resilience and professional identity construction among Iranian expatriate English language teachers working in Turkey. Grounded in the theoretical framework of activity theory and employing a narrative inquiry methodology, the research examined how teachers navigated institutional, cultural, and pedagogical challenges in transnational teaching contexts. Data were collected from eight Iranian teachers through open-ended questionnaires, narrative frames, and semi-structured interviews. The findings revealed four interrelated themes: negotiating institutional expectations and autonomy, navigating cultural dissonance and identity reconstruction, sustaining professional self through adaptive resilience, and re-authoring identity through connection and recognition. These themes illustrated that participants’ resilience was not a fixed personal trait but a socially mediated and contextually embedded process that co-evolved with their identity construction. The study contributed to the literature by foregrounding the situated and relational dimensions of resilience and by demonstrating how expatriate teachers reconstructed their professional selves through acts of adaptation, reflection, and connection. The findings carried implications for teacher education and institutional policies that aimed to support the development and well-being of expatriate educators in culturally diverse settings.
کلیدواژه‌ها
resilience؛ teacher identity؛ expatriate teachers؛ Iranian EFL teachers؛ activity theory؛ narrative inquiry؛ language teacher psychology
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