جستجوی مقالات مرتبط با کلیدواژه "professional identity" در نشریات گروه "علوم اجتماعی"

Recently, the association between religious beliefs and English language teaching (ELT) has gained great attention. Yet, when reviewing the literature in ELT, it becomes clear that studies have been mainly concentrated on other religions such as Christianity. However, the relationship between Islam and English language education has remained considerably under-investigated. This qualitative multiple case study is an endeavour to address this scholarly gap. For this objective, ten male and female Iranian Muslim English language teachers, including six male and four female, in Iran were selected through purposeful sampling. This study aims to investigate the link between religion and construction of professional identity. By using in-depth interviews as the main source of data, and following the principles of an inductive content analysis approach, the study indicates that Islam influences the participants’ professional identity in three ways, namely: (1) increasing the teachers' wellbeing, (2) affecting  their relationship with learners, and (3) providing them with a sense of duty to preserve the students’ religious values. Finally, theoretical and pedagogical implications as well as future research direction are presented.

Profession and job are the important parts of a person's identity, indicating his/her position in the society. It is referred to as professional identity. The professional identity of teachers in Iran is facing serious challenges and we are indeed experiencing a crisis in their professional identity. In today's Iranian society, the teaching profession has become ordinary and inferior. Research documents demonstrate that the current situation has significantly decreased teachers' desire for productive work and professional affiliation. Lack of motivation, work scarcity, excessive fatigue, interest in leaving teaching profession, and feelings of regret for choosing this career have increased among teachers. Social and cultural elites have emphasized the critical importance of the professional identity of Iranian teachers. However, this issue has received less theoretical and empirical attention in Iran. Considering the problematic nature of professional identity and the existing research literature in this field, it is necessary to take a fresh look at this issue. Let's explore what teachers truly think about their identity and what they mean by their professional identity from their own perspectives. Additionally, let's examine the conditions and factors that are effective in the formation of teachers' professional identity. The professional identity of teachers is influenced by what processes it follows and how it is formed This research was conducted among teachers in Yazd City due to the educational structure of Yazd Province. It has consistently achieved the best position in the national entrance exam for the past 27 years, thus being affected by the issue of the national entrance exam. Based on the theoretical framework of this research, identity is formed during a social process and through social interactions. It is a dynamic matter that is constantly subject to change. In the approach of social identity, individuals do not simply consider different groups as the defining reference for their identity. Instead, they actively engage in this field and the ideas they have about their profession give rise to different thoughts and emotions, which in turn have varying effects on their performance. Since this research aimed to investigate the process and formation of teachers' approach to profession, Kathy Charmaz's constructivist approach was utilized. This approach places emphasis on diverse local worlds, multiple realities, and complexity of specific worlds, viewpoints, and actions. It also focuses on people's views, values, beliefs, feelings, assumptions, and ideology.

The current research adopted an interpretive paradigm and utilized a qualitative methodology. Among the various methods of qualitative research, the contextual theory strategy (Kathy Charmaz's structuralist approach) was employed. The sampling method used in this research was theoretical and purposeful. The target population consisted of teachers in Yazd City, who were selected from different educational levels with varying work records and fields of expertise. The sample size included 20 individuals. Data collection was conducted through semi-structured in-depth interviews with each interview lasting an average time of 120 to 180 min. The process of sample collection continued until theoretical saturation was achieved, meaning that no new information was obtained from the interviewees. Line-by-line analysis was employed to analyze the data. The coding method involved primary codes, focused codes, and theoretical codes, from which the research categories were derived. Measures were taken to ensure the research validity and reliability.

Discussion of Results & Conclusion   

The research results indicated that individual and social factors played a significant role in entering the teaching profession. The integration of subjective, mental, and social elements was crucial for a conscious and voluntary decision to become a teacher. However, the students' perceptions of working conditions and the teachers’ low status had led some individuals to feel reluctant about entering this profession, stating that they were drawn to it unwillingly. According to the theoretical model of this research, the individuals shaped their professional identity throughout their professional journey influenced by interactions with educational, political, economic, and social systems. Through their engagement with the educational system, they had come to understand that being a teacher entailed possessing knowledge, commitment, taking action, engaging in interactions, upholding ethics, and pursuing professional goals and ideals. Additionally, their experiences in schools and classrooms had contributed to the development of their attitudes towards their profession, which could be categorized as 1) fears and worries and 2) sufferings and hardship of teaching profession.  Furthermore, their interactions with various social, economic, and political systems had led them to perceive their professional identity as being economically inferior. They expressed a lack of professional authority and freedom, feeling like tools for implementing the goals and ideologies of the political system and experiencing a weak social position.Overall, based on the aforementioned conditions and contexts, the category of the decline of teachers' identity dissatisfied both objectively and subjectively had emerged. Teachers claimed that they lacked a desirable professional identity as their position and status within their professional identity were declining and they were dissatisfied with their situation. They perceived a decline in their social status and held a negative view towards the future of teaching profession. Additionally, they expressed dissatisfaction with their living conditions. Based on the research findings, several actions could be suggested to revitalize teachers' identity. These included improving teachers' living conditions, ensuring a balanced approach to development of the education and learning system by the government, reducing the pressure of external control, and providing teachers with a quality support.

Professional identity refers to a process that answers the question "who am I" during One has been studying for years at university. The PhD is the latest stage in the development of this kind of identity that has a great bearing on the career path of individuals. The present article attempts to test the theoretical model of the PhD students' professional identity development in Iran's social sciences. The Grounded Theory of Vedadhir and Others (2017) have been operationalized and the questionnaire has been tested with participation of 191 PhD students of social sciences. Quantitative findings confirm the theatrical propositions obtained from the basic theory model. As can be seen in the above equation, Regression results show that in general, the structure of higher education, the external conditions of the social sciences, the psychological traits of PhD students of social sciences, as well as financial conditions and scientific socialization can change the dependent variable of the professional identity of the PhD degree of social sciences among respondents Better than the rest of the independent variables. The statistical results indicate that the role of external and structural factors is important.

Accepted doctoral students in the social sciences in Iran have doubled since 86-87Ta94-95T. This increase, apart from road infrastructure in the humanities and social sciences research. Lack of job opportunities, particularly in the field of professional and social sciences in Iran, the importance of assessing the status of the actors involved in the field of social sciences has doubled. The study examines how a professional identity among doctoral students in the social sciences has been discussed. The research method used was based on grounded theory. The basic subject of study called the phenomenon of professional identity has been uneven.The study examines how a professional identity among doctoral students in the social sciences has been discussed. The research method used was based on grounded theory. The true measure of its regular professional knowledge, job definition in line with the social sciences and the mental representation and reproduction of knowledge is not consistent with the approach favored relationship.

Most graduates in helping majors are faced the problem of developing professional identity process. The aim of this study was to investigate the role of virtual networks in flourishing occupational identity by internship and a qualitative study of facilities and obstacles to this approach. The method was qualitative with content analysis of interns’ answers about their internship experiences in cyberspace. The method of data collecting was semi-structured interview. The Statistical Society were students and graduates of helping majors across the country. Targeted sampling of 20 active interns was used for data collecting. According to the encoded findings, internship possibilities in virtual networks were classified on three main themes: cyberspace possibilities, the facilities provided by the counselor and features of the process (the interaction of cyberspace, interns and consultants). Speed Internet, lack of audio and video signals, reducing the effect of counseling, difficulty of typing, ambiguity in dialogue and mental engagement reduction, was identified as barriers. According to the current limited facilities, internship in cyberspace can be responsive as an auxiliary method, for the large number of Council members who are in line for a license.

Nowadays, many women are occupied in professional positions. Such roles have enabled them to achieve authority and independence. Access to higher education and professional occupations may delay their age of marriage. This reality illustrates what is known as “identity paradox”. The question here is how an educated, employed Iranian woman (age 35+) defines her identity. This research is focused on the influence of structural factors, such as educational status as well as employment and marital status (celibacy or late marriage) on women’s social identity. The theoretical framework adopted in this research is based on the ideas of Richard Jenkins and Anthony Giddens and also partly on Goffman’s demonstrational theory. According to such theoretical approaches, gender has a determining role in forming the ‘self’. To answer this question, mixed method was designed. Based on the findings, the educated women older than 35 years of age are experiencing tension gaps, paradoxes, and contradictions within the context of their public and private life. Independence is the main motivation in their interactions within the family and society.However, the majority of them have not managed to choose between their professional and gender identity. In spite of the paradoxes between these two forms of identity, they are struggling to preserve both professional and gender identity in their lives.

By studying of present situation of universities in Iran, through research regarding students’ lives, this article seeks to consider the features of students’ professional identity. The professional identity is a social one, made, in relation with other individuals, through practical learning and instruction and professional experiments. For the students, the formally start of a social involvement, coincides with the start of their studies, and the formation of their professional identities will be intensified and reinforced through practical instructions concerning their fields. The method used in this study is qualitative research in the way of grounded theory method. To create the sample, the theoretical method is used and continued to reach saturation stage. The findings, hence, are collected applying the prevalence interview technique for 19 students and group interview for 15 students of University of Mazandaran. The research findings suggest that, the professional identities of the students have two features of scientific and personal identities. The students’ scientific identity is formed by the students’ tendencies and attitudes, and also their scientific actions and efforts. The personal identity is a perception that student builds up of himself as a scientific actor present at university environment. The development of a professional identity, in addition, is associated with the position of the individual within the community. Hence, the gender, socio-economic status, supports by family and friends, individual’s social environment and networks influence on the formation of his professional identity