Teachers’ professional identity: Contributions of a critical EFL teacher education course in Iran |
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| Authors: | Arman Abednia |
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| Institution: | Allameh Tabatabai University, Department of English Language and Literature, Allameh Tabatabai Ave., Chamran Expressways, 19979 Tehran, Iran |
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| Abstract: | This paper is a report on contributions of a critical EFL (English as a Foreign Language) teacher education course to Iranian teachers’ professional identity reconstruction.2 Pre-course and post-course interviews with seven teachers, their reflective journals, class discussions, and the teacher educator’s reflective journals were analyzed as guided by grounded theory. Three major shifts were observed in their professional identities: from conformity to and romanticization of dominant ideologies to critical autonomy, from no orientation or an instrumentalist orientation to a critical/transformative orientation of teaching, and from a linguistic and technical view to an educational view of second language education. |
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| Keywords: | Critical pedagogy Critical TESOL teacher education Grounded theory Professional identity Teacher education |
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