Designing and Validating a Professional Identity Model for Iranian EFL Experienced and Novice Teachers: A Sequential Exploratory Mixed-Methods Research (MMR)

Abedi Ostad, S., Ghanizadeh, A., & Ghanizadeh, M. (2019). The dynamism of EFL teachers’ professional identity with respect to their teaching commitment and job satisfaction. Cogent Education, 6(1), 1-16. https://doi.org/10.1080/2331186X.2019.1685353

Araujo, M. C., Carneiro, P., Cruz-Aguayo, Y., & Schady, N. (2016). Teacher quality and learning outcomes in kindergarten. The Quarterly Journal of Economics, 131(3), 1415-1453. https://doi.org/10.1093/qje/qjw016

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 o teachers’ professional identity. Teaching and Teacher Education, 20(2), 107-128.

Beijaard, D., Verloop, N., & Vermunt, J. D. (2000). Teachers’ perceptions of professional identity: An exploratory study from a personal knowledg perspective. Teaching and Teacher Education, 16(7), 749-764.

Bennett, S., & Carre, C. (1993). Student teachers’ changing perceptions of their subject matter competence during an initial teacher training programme, Educational Researcher, 35(1), 89-95.

Bukor, E. (2015). Exploring teacher identity from a holistic perspective: Reconstructing and reconnecting personal and professional selves. Teachers and Teaching: Theory and Practice, 21(3), 305-327. https://doi.org/10.1080/13540602.2014.953818

Burn, K. (2007). Professional knowledge and identity in a contested discipline challenges for student teachers and teacher educators. Oxford Review of Education, 33(4), 445-467.

Caihong, H. (2011). Changes and characteristics of EFL teachers’ professional identity: the cases of nine university teachers. Chinese Journal of Applied Linguistics (Quarterly), 34(1), 3-21.

Connelly, F. M., & Clandinin, D. J. (2000). Shaping a professional identity Stories of educational practice. Teachers College Press.

Danielewicz, J. (2001). Teaching selves. State University of New York Press.

Davaribina, M., & Fanaee, M. (2021). Iranian EFL teachers’ professional identity in online teaching. Journal of Applied Linguistics and Language Research, 8(3), 100-108.

Day, C., Elliot, B., & Kington, A. (2005). Reform, standards and teacher identity: Challenges of sustaining commitment. Teaching and Teacher Education, 21, 563-577.

Day, C., & Kington, A. (2008). Identity, well‐being and effectiveness: The emotional contexts of teaching. Pedagogy, Culture & Society, 16(1), 7-23.

Gee, J. (2001). Identity as an analytic lens for research in education. Review of Research in Education. 25, 99-125.

Gholamshahi, A., Alemi, M., & Tajeddin, Z. (2021). Developing and validating an EFL teacher imposed identity inventory: A mixed-methods study. Journal of Modern Research in English Language Studies, 8(2), 91-116.

Gracia, E.P., Rodriguez, R.S., Pedrajas, A.P., & Carpio, A.J. (2021). Teachers’ professional identity: validation of an assessment instrument for preservice teachers. Heliyon, 7(2021), 1-11.

Han, I. (2016). (Re)conceptualisation of ELT professionals: Academic high school English teachers’ professional identity in Korea. Teachers and Teaching: Theory and Practice, 22(5), 586–609. https://doi.org/10.1080/13540602.2016.1158467

Heidari, H., & Rezaei, A. (2013). Sociological analysis of students’ professional identity: A case study: students of Mazandaran University. Quarterly cultural studies, 2, 1-29.

He, P., & Lin, A. M. Y. (2013). Tensions in school–university partnership and EFLpre- 272 service teacher identity formation: A case in mainland China. The Language Learning Journal, 41 (2), 205-218.

Hersi, M. A. (2018). Teachers’ Professional Identity Construction: A Narrative Inquiry of non-native English Speaking Teachers in Saudi Arabia (Doctoral thesis, The University of New Mexico, Albuquerque, New Mexico). Retrieved from https://digitalrepository.unm.edu/educ_llss_etds.

Honey, P. (2000). Critical Thinking questionnaire. Retrieved May 22, 2016, from http://www.PeterHoneyPublications.com

Hotaman, D. (2010). The teaching profession: Knowledge of subject matter, teaching skills and personality traits. Procedia - Social and Behavioral Sciences, 2(2), 1416–1420. https://doi.org/10.1016/j.sbspro.2010.03.211

Karimi, M. N., & Mofidi, M. J. S. (2019). L2 teacher identity development: An activity theoretic perspective. System,81, 122-134.

Khodamoradi, A., Mahmoodi, M.H., & Maghsoudi, M. (2021). Constructing and validating teachers’ professional identity questionnaire: The case of EFL prospective teachers. Language and Translation Studies, 55(1), 29-61.

Kumaravadivelu, B. (2012). Language teacher education for a global society. Routledge.

Lee, J., Huang, Y., Law, E., & Wang, M. (2013). Professional identities and emotions of teachers in the context of curriculum reform: A Chinese perspective. Asia-Pacific Journal of Teacher Education, 41(3), 271–287.

Liou, I. Y. (2008). English as an international language and teachers’ professional identity, Ph.D. thesis, School of Education, Deakin University.

Mahendra, A, W. (2020). Constructing identity: Experiences of Indonesian ESP teachers in a language institute. English Language Teaching Educational Journal, 3(3), 229-240.

Meihami, H. (2021). EFL teachers’ professional identity development through potentially exploitable pedagogical activities. International Journal of Language Studies, 15(2), 47-66.

Mora, A., Trejo, P., & Roux, R. (2016). The complexities of being and becoming language teachers: Issues of identity and investment. Language and Intercultural Communication, 16(2), 182–198. https://doi.org/10.1080/14708477.2015.1136318

Motallebzadeh, Kh., & Kazemi, B. (2018). The relationship between EFL teachers' professional identity and their self-esteem. Cogent Education, 5(1), 1-9. doi: 10.1080/2331186X.2018.1443374.

Nazari, M., & Molana, K. (2020). Contributions of assessment-related critical incidents to language teacher identity development. Innovation in Language Learning and Teaching, 15(3), 442–457. https://doi.org/10.1080/17501229.2020.1824234.

Nazari, M., & Seyri, H. (2023). Covidentity: examining transitions in teacher identity construction from personal to online classes. European Journal of Teacher Education, 46(3), 397-416. https://doi.org/10.1080/02619768
.2021.1920921.75

Nguyen, C. D. (2017). Creating spaces for constructing practice and identity: Innovations of teachers of English language to young learners in Vietnam. Research Papers in Education, 32(1), 56-70.

Nguyen, H. T. (2008). Conception of teaching by five Vietnamese American preservice teachers. Journal of Language, Identity & Education, 7(2), 113–136.

O’Connor, B. P. (2000). SPSS and SAS programs for determining the number of components using parallel analysis and Velicer’s MAP test. Behavior Research Methods, Instrumentation, and Computers, 32, 396-402.

Parsi, Gh., & Ashraf, H. (2020). The relationship among EFL teachers’ critical thinking, professional identity and teaching experience. Journal of Applied Linguistics and Language Research, 7(1), 144-154.

Riahipour, P., Tavakoli, M., & Eslami Rasekh, A. (2020). A Change without a change: national curriculum reform and EFL teachers’ motivation in Iran. Journal of English Language Teaching and Learning, 12(26), 435-463. http://dx.doi.org/10.22034/elt.2021.42087.2294.

Rots, I., Kelchtermans, G., & Aelterman, A. (2012). Learning (not) to become a teacher: A qualitative analysis of the job entrance issue. Teaching and Teacher Education, 28(1), 1-10. doi: 10.1016/j.tate.2011.08.008.

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.

Saphier, J., & West, L. (2009). How coaches can maximize student learning. Phi Delta Kappan, 91(4), 46-50.

Stenberg, K., Karlsson, L., Pitkaniemi, H., & Maaranen, K. (2014). Beginning student teachers’ teacher identities based on their practical theories. European Journal of Teacher Education, 37(2), 204–219. https://doi.org/10.1080/02619768.2014.882309

Varghese, M., Morgan, B., Johnston, B., & Johnson, K. A. (2005). Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education, 4(1), 21-44.

Vermunt, J. D., & Verschaffel, L. (2000). Process-oriented teaching. In R. J. Simons, J. van der Linden, & T. Duffy (Eds.), New learning, 209–225. Kluwer Academic Publishers.