The Professional Identity of the Iranian Teachers: A Case of Professional Practices

Autor/inn/en	Aliakbari, Mohammad; Sadeghi, Setayesh
Titel	The Professional Identity of the Iranian Teachers: A Case of Professional Practices
Quelle	In: Teacher Development, 26 (2022) 3, S.411-431 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aliakbari, Mohammad) ORCID (Sadeghi, Setayesh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1366-4530
DOI	10.1080/13664530.2022.2076729
Schlagwörter	Foreign Countries; Professional Identity; Teacher Attitudes; Teacher Characteristics; Age Differences; Teaching Experience; Gender Differences; Faculty Development; Educational Practices; Instructional Materials; Iran + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Bildungspraxis; Lehrmaterial; Lehrmittel; Unterrichtsmedien
Abstract	The study intended to explore teachers' professional identity in terms of teachers' perceptions of their practices. The study employed mixed-methods design, including 80 survey participants and 19 interviews with teachers. In the quantitative section, teachers' perceptions of their commitment to professional practices and how their perceptions were influenced by variables such as gender, age, educational degree, and teaching experience were explored. The results of descriptive statistics revealed that teachers were strongly committed to professional practices. Additionally, data analysis indicated significant differences in teachers' perceptions with reference to age and teaching experience, but teachers' gender and education degree did not appear significant. The qualitative findings revealed that teachers mainly tended to exercise professional practices of personal growth and interactional practices, and considered 'teaching/learning materials' as an important contributing factor in implementing professional practices. The data also showed that teachers' professional identity practices were influenced by contextual factors and macro-political policies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01