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Investigating the Intercultural and Professional Identities of Iranian EFL Teachers

Teimournezhad, Shohreh | 2012

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  1. Type of Document: M.Sc. Thesis
  2. Language: English
  3. Document No: 42852 (31)
  4. University: Sharif University of Technology
  5. Department: Languages and Linguistics Center
  6. Advisor(s): Tajeddin, Ziaeddin; Alemi, Minoo
  7. Abstract:
  8. Understanding teachers’ conceptualization of different aspects of their professional life is of great importance in the field of teacher education. Besides, given the significance of intercultural dimension of language education, characterization of teachers’ lay theories and self-perceptions in this regard could be of much help to teachers and teacher educators as one of the elements affecting professional development. Therefore, the present study was aimed at scrutinizing various facets of Iranian EFL teachers’ intercultural and professional identities in order to provide a clear image of (1) teachers’ evaluation of their cultural knowledge, skills, and attitudes, (2) the role of teachers’ personal characteristics in the formation of such beliefs, (3) teachers’ professional identities, and finally (4) the relationship between the sub-components of intercultural identity as well as between their professional and intercultural identities. As many as 206 language teachers, having been teaching in different institutes, were asked to fill a 40-item scale as for their intercultural identity as well as a 20-item scale addressing their professional self-perception. The respondents were required to provide their answers on Likert scales. In addition, interviews were carried out with a number of 42 EFL teachers in order to shed more light upon teachers’ beliefs and attitudes. The results revealed that there is a general tendency among teachers to perceive themselves as not sufficiently competent in terms of their intercultural knowledge and skills. Given their attitudes, however, it was found the teachers displayed a fairly positive disposal toward interculturalisation of language education. The participating teachers, however, tended to show a high positive disposition towards their profession in general. Such findings highlight the necessity of incorporating intercultural education into the teacher preparation programs and other relevant materials. Trying to develop themselves professionally, teachers can also benefit from the results to keep an eye open for their interculturality.

  9. Keywords:
  10. Teachers Identity ; Intercultural Competence ; Professional Identity ; Teacher Education

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