Practicum and Professional Role Identity (Re)construction: A Longitudinal Mixed Methods Study on Iranian EFL Student Teachers

Abednia, A. (2012). Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran. Teaching and Teacher Education, 28(5), 706–717. https://doi.org/10.1016/j.tate.2012.02.005
Akkerman, S. F., & Meijer, P. C. (2011). A dialogical approach to conceptualizing teacher identity. Teaching and Teacher Education,
27(2), 308-319. https://doi.org/10.1016/j.tate.2010.08.013
Alvarado Gutiérrez, M. V., Neira Adasme, M. N., & Westmacott, A. (2019). Collaborative reflective practice: Its influence on preservice EFL teachers’ emerging professional identities. Iranian Journal of Language Teaching Research, 7(3), 53–70.
https://doi.org/10.30466/ijltr.2019.120736
Ashforth, B. E., Sluss, D. M., & Harrison, S. H. (2007). Socialization in organizational contexts. In G. P. Hodgkinson & J. K. Ford (Eds.),
International Review of Industrial and Organizational Psychology 2007 (pp. 1–70). John Wiley & Sons Ltd. https://doi.org/10.1002/9780470753378.ch1
Aspden, K. M. (2017). The complexity of practicum assessment in teacher education: An examination of four New Zealand case studies.
Australian Journal of Teacher Education, 42(12), 128–143. https://doi.org/10.14221/ajte.2017v42n12.8
Barger, C. (2022). Metaphors and methods: The curious alignment that shapes our inquiries about teacher identity. In A. Zimmerman, Methodological innovations in research and academic writing (ed.) (pp. 305–322), Texas Tech University. https://doi.org/10.4018/9781-7998-8283-1.ch016
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher educations. Cambridge Journal of Education, 39(2), 175–189. https://doi.org/10.1080/03057640902902252
Beauchamp, C., & Thomas, L. (2009). Understanding teacher identity: An overview of issues in the literature and implications for teacher education. Cambridge Journal of Education, 39(2), 175-189. https://doi.org/10.1080/03057640902902252
Beijaard, D., Meijer, P. C., & Verloop, N. (2004). Reconsidering research on teachers’ professional identity. Teaching and Teacher Education, 20,107–128. https://doi.org/10.1016/j.tate.2003.07.001
Beijaard, D., Verloop, N., & Vermunt, J. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledge perspective. Teaching and Teacher Education, 16 (7), 749–764. https://doi.org/10.1016/S0742-051X(00)00023-8
Burhan-Horasanlı, E., & Ortaçtepe, D. (2016). Reflective practice-oriented online discussions: Astudy on EFL teachers’ reflection-on, in and foraction. Teaching and Teacher Education, 59, 372–382. https://doi.org/10.1016/j.tate.2016.07.002
Burton, D., & Bartlett, S. (2005). Practitioner research for teachers. Paul Chapman Publishing.
Castañeda, F., & Alberto, J. (2011). Teacher identity construction: Exploring the nature of becoming a primary school language teacher
(Unpublished doctoral dissertation). Newscastle University.
Cattley, G. (2007). Emergence of professional identity for the pre-service teacher. International Educational Journal, 8(2), 337–347.
Clarke, M. (2008). Language teacher identities: Co-constructing discourse and community. Cromwell Press Ltd. https://doi.org/10.1111/j.1540-4781.2009.00992.x
Deng, L., Zhu, G., Li, G., Xu, Z., Rutter, A., & Rivera, H. (2018). Student teachers’ emotions, dilemmas, and professional identity formation amid the teaching practicums. Asia Pacific Education Research, 27(2), 441–453. https://doi.org/10.1007/s40299-018-0404-3
Derakhshan, A., & Nazari, M. (2022). Examining teacher identity construction in action research: The mediating role of experience. Educational Studies, 8(1), 1–20. https://doi.org/10.1080/03055698.2022.2073177
Dewey, J. (1933). How we think: A restatement of the relation of reflective thinking to the educative process. Heath & Co Publishers.
Donyaie, S., & Soodmand Afshar, H. (2019). EFL teachers’ reflective journal writing: barriers and boosters. Iranian Journal of Language Teaching Research, 7(3), 71–90. https://doi.org/10.1080/13540602.2012.709731
Dörnyei, Z. (2007). Research methods in applied linguistics. OUP.
Dutton, J. E., Roberts, L. M., & Bednar, J. (2010). Pathways for positive identity construction at work: Four types of positive identity and the building of social resources. Academy of Management Review, 35(2), 265-293. https://doi.org/10.5465/amr.35.2.zok265
Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. Continuum Press.
Farrell, T. S. C. (2011). Exploring the professional role identities of experienced ESL teachers through reflective practice. System, 39(1), 54–62. https://doi.org/10.1016/j.system.2011.01.012
Farrell, T. S. C. (2013). Critical incident analysis through narrative reflective practice: A case study. Iranian Journal of Language Teaching
Research, 1(1) 79–89.
Forde, C., McMahon, M., McPhee, A. D., & Patrick, F. (2006). Professional development, reflection and inquiry. SAGE Publications Ltd.
https://doi.org/10.4135/9781446213186
Freidson, E. (2001). Professionalism, the third logic. Polity.
Gee, J. P. (2000). Teenagers in new times: A new literacy studies perspective.Journal of Adolescent & Adult Literacy, 43(5), 412–420.
Golzar, J. (2020). Teacher identity formation through classroom practices in the post-method era: A systematic review. Cogent Educ. 7, 1–19. https://doi.org/10.1080/2331186X.2020.1853304
Haghighi Irani, F., Chalak, A., & Heidari Tabrizi, H. (2020). Assessing preservice teachers’ professional identity construction in a three-phase teacher education program in Iran. Asian-Pacific Journal of Second and
Foreign Language Education, 5(1), 1–21. https://doi.org/10.1186/s40862-020-00100-3
Hanson, S., & Moir, E. (2008). Beyond mentoring: Influencing the professional practice and careers of experienced teachers. Phi Delta Kappan, 89(6), 453–458.https://doi.org/10.1177/003172170808900614
Izadinia, M. (2013). A review of research on student teachers’ professional identity. British Educational Research Journal, 39(4), 694–713. https://doi.org/10.1080/01411926.2012.679614
Kanno, Y., & Stuart, C. (2011). Learning to become a second language teacher: Identities-in practice. The Modern Language Journal, 95(2), 236-252. https://doi.org/10.1111/j.1540- 4781.2011.01178.x
Korte, R. F. (2007). A review of social identity theory with implications for training and development. Journal of European Industrial Training, 31(3), 166–180. https://doi.org/ 10.1108/03090590710739250
Li, L. (2020). Language teacher cognition: A sociocultural perspective. Palgrave Macmillan. https://doi.org/10.1558/lst.42530
Liu, Q., Wang, W. Y., & Zhang, X. Z. (2019). Investigation and research on the positioning and impacting factors of normal university students in education practicum. Theory and Practice of Contemporary Education, 11(4), 101–105. https://doi.org/10.13582/j.cnki.1674-5884.2019.04.017
Mirzaee, A., & Aliakbari, M. (2017). They now respect me and send me to the best schools! Identity construction of an Iranian EFL teacher. Critical Inquiry in Language Studies, 15(1), 21–42. https://doi.org/10.1080/15427587.2017.1327794
Mockler, N. (2011b). Beyond what works: Understanding teacher identity as a practical and political tool. Teachers and Teaching, 17(5), 517–528. https://doi.org/10.1080/13540602.2011.602059
Moscovici, S. (2000). Social representations. Polity.
Mosvold, R., & Bjuland, R. (2016). Positioning in identifying narratives of/about pre-service mathematics teachers in field practice. Teaching and Teacher Education, 58, 90–98. https://doi.org/10.1016/j.tate.2016.05.005
Mwamakula, F. (2020). Teaching practicum reflective practices and identity construction among student teachers. International Journal of Education and Research, 8(5), 43–52.
Ranjbari, M. N., Heidari Tabrizi, H., & Afghari, A. (2021). The future of teacher education making: EFL pre-service teachers and teacher
educators’ perceptions of professional preparation. Journal of Modern Research in English Language Studies, 8(1), 141–167.
https://doi.org/10.30479/jmrels.2020.12471.1544
Norton, B. (2013). Identity and language learning: Extending the conversation (2nd Ed.). Multilingual Matters.
https://doi.org/10.21832/9781783090563
Olsen, B. (2010). Teaching for success: Developing your teacher identity in today’s classroom. Paradigm Publishers.
https://doi.org/10.4324/9781315638621
Pennington, M. C., & Richards, J. C. (2016). Teacher identity in language teaching: Integrating personal, contextual, and professional factors. RELC Journal, 47(1), 5–23. https://doi.org/10.1177/003368821663121
Penuel, W. R., & Wertsch, J. V. (1995). Vygotsky and identity formation: A sociocultural approach. Educational Psychologist, 30(2), 83–92.
Playsted, S. (2019). Reflective practice to guide teacher learning: A practitioner’s journey with beginner adult English language learners.
Iranian Journal of Language Teaching Research, 7(3), 37–52.
Richards, K. (2009). Trends in qualitative research in language teaching since 2000. Language Teaching, 42, 147–180.
Rogers, R. & Wetzel, M. M. (2013). Studying agency in literacy teacher education: A layered approach to positive discourse analysis. Critical Inquiry in Language Studies, 10(1), 62–92. https://doi.org/10.1080/15427587.2013.753845
Ruohotie-Lyhty, M., & Moate, J. (2016). Who and how? Preservice teachers as active agents developing professional identities. Teaching and Teacher Education, 55, 318–327. https://doi.org/10.1016/j.tate.2016.01.022
Sadeghi, M., & Sahragard, R. (2016). A questionnaire and model of role identity for Iranian English language teachers: A structural equation modeling. Journal of Language Teaching and Research. 7(6), 1153–1163. https://doi.org/10.17507/jltr.0706.13
Sahragard, R., & Mansourzadeh, N. (2016). School mentors and Iranian EFL student teachers’ expectations during practicum experiences. Journal of Modern Research in English Language Research, 39(58), 58–39.
Salinas, D., & Ayala, M. (2018). EFL student-teachers’ identity construction: A case study in Chile. How Journal, 25(1), 33–49.
https://doi.org/10.19183/how.25.1.380
Sarani, A., & Najjar, R. (2015). Formulation of language teachers’ identity in the situated learning of language teaching community of practice. Iranian Journal of Applied Language Studies, 5(2), 167–192. https://doi.org/10.22111/IJALS.2015.1882
Şenel, M. (2021). Exploring ELT Students’ professional identity formation through the perspectives of critical incidents. European Journal of Educational Research, 10(20), 629–640. https://doi.org/ 10.12973/eujer.10.2.629
Siebert, D. C., & Siebert, C. F. (2005). The caregiver role identity scale: A validation study. Research on Social Work Practice, 15(3), 204– 212. https://doi.org/10.1177/1049731504272779
Trent, J. (2016). The NEST–NNEST divide and teacher identity construction in Hong Kong schools. Journal of Language, Identity & Education, 15(5), 306-320. https://doi.org/10.1080/15348458.2016.1214587
Trent, J. (2010). “My Two Masters”: Conflict, contestation, and identity construction within a teaching practicum. Australian Journal of Teacher Education, 35(7), 1–14. http://dx.doi.org/10.14221/ajte.2010v35n7.1
Triutami, C. S., & Mbato, C. L. (2021). EFL undergraduate students’ professional identity construction: A sociocultural perspective. Journal of English Education and Teaching (JEET), 5(1), 1–15. https://doi.org/10.33369/jeet.5.1.1-15
Van Huizen, P., Van Oers, B., & Wubbels, T. (2005). A Vygotskian perspective on teacher education. Journal of Curriculum Studies, 37(3), 267–290. https://doi.org/10.1080/0022027042000328468
Vloet, K., & van Swet, J., (2010). I can only learn in dialogue! Exploring professional identities in teacher education. Professional development in teacher education, 36, 149–168. https://doi.org/10.1080/19415250903457083
Vygotsky, L. S. (1987). The collected works of LS Vygotsky: the fundamentals of defectology (Vol. 2). Springer Science & Business Media.
Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge University Press.
Winslade, J., Crocket, K., Monk, G., & Drewery, W. (2000). The storying of professional development. In G. McAuliffe & K. Erikson (Eds.),
Constructing counselor education (pp. 99-113). Association for Counselor, Education and Supervision.
Xu, H. (2013). From the imagined to the practiced: A case study on novice EFL teachers’ professional identity change in China. Teaching and Teacher Education, 31, 79–86. https://doi.org/10.1016/j.tate.2013.01.006
Yuan R., Mak P. (2018). Reflective learning and identity construction in practice, discourse and activity: Experiences of pre-service language teachers in Hong Kong. Teaching Teacher Educat. 74, 205–214.
Yuan, R., & Burns, A. (2017). Teacher identity development through action research: A Chinese experience. Teachers Teach, 6, 729–749.
https://doi.org/10.1080/ 13540602.2016.1219713