Aryani Far, Ehsan (2022) Senior High School Teacher's Cognitions on Language Teacher Professional Role-Identities: A Grounded Theory Study. Masters thesis, university of zabol.
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Abstract
Teacher Professional Identity (TPI) has been conceptualized as a key to education and plays a significant role in the construction of teachers' characteristics within the educational setting. Moreover, TPI is associated with some professional roles that need to be fulfilled by teachers inside the classroom context. The present grounded theory study aims to investigate Iranian high school teachers' cognition on language teachers' professional role identities within and outside the classroom. To achieve this aim, semi-structured, and focused group interviews, classroom observation, and narrative inquiry were employed to collect qualitative data from 15 in-service high school EFL teachers. The collected data were analyzed through a constant comparative method to have a better grasp on the different role identities created and used by Iranian high school EFL teachers. Shedding some light on the notion of role identity as a critical point in every high school EFL teacher's professional career construction, the findings of this study can be useful for teachers, educators, policymakers, and curriculum developers to provide rich, detailed, and thick description and insight regarding the concept of teachers' professional role identities for high school EFL teachers.
| Item Type: | Thesis (Masters) |
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| Uncontrolled Keywords: | Grounded Theory; High School Language Teacher; Professional Role Identity; Teacher Cognition |
| Subjects: | P Language and Literature > PE English |
| Depositing User: | Mrs najmeh khajeh |
| Date Deposited: | 25 Nov 2023 09:47 |
| Last Modified: | 25 Nov 2023 09:47 |
| URI: | http://eprints.uoz.ac.ir/id/eprint/3446 |
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