Volume 25, Issue 3 (2018)                   IQBQ 2018, 25(3): 19-32 | Back to browse issues page

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Sardabi N, Biria R, Ameri Golestan A. Becoming an EFL Teacher: Prospective Teachers’ Professional Identity in a Critical Teacher Education Program. IQBQ. 2018; 25 (3) :19-32
URL: http://eijh.modares.ac.ir/article-27-44332-en.html
1- PhD student, Department of English, Isfahan Branch (Khorasgan), Islamic Azad University, ‎Isfahan, Iran
2- Associate Professor, Department of English, Isfahan Branch (Khorasgan), Islamic Azad University, ‎Isfahan, Iran , r_biria@yahoo.com
3- Assistant professor, Department of English, Majlesi Branch, Islamic Azad University, Isfahan, ‎Iran
Abstract:   (110 Views)
Transmission-based teacher education programs have mostly dominated the field of teaching English as a foreign language. Considering the prominent position of critical pedagogical principles in prospective teachers’ perceptions of their professional roles and responsibilities, there is a need for detailed investigations of teacher education programs informed by the tenets of critical pedagogy in prospective teachers’ professional identity. There has been a paucity of research that addresses the impact of such programs on prospective teachers’ professional identity in an EFL context; therefore, this study intends to address the gap. This qualitative study was conducted to examine the role of a critical-informed teacher education program in influencing prospective EFL teachers’ professional identity construction. Participants were 19 prospective teachers whose process of professional identity construction were analysed through reflective journals, class discussions, and semi-structured interviews before and after the program. Results of the study revealed three major shifts in prospective teachers’ professional identity: “from a student’s voice to a teacher’s voice”, “from an uncritical attitude to developing agency”, “from a narrow view of ELT to a broad view”. To foster critical ideas in EFL prospective teachers, the study recommends the use of dialogic discussions and written reflective tasks in teacher education programs.
Full-Text [PDF 179 kb]   (63 Downloads)    
Article Type: Original Research | Subject: Arts and Humanities (General)
Received: 2020/07/10 | Accepted: 2018/06/15 | Published: 2018/06/15

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