Iranian Female EFL Student-teachers’ Conceptions of Their Future Professional Self-Images

Teacher training programs play a vital role in developing student-teachers’ understanding of their professional selves as an effective factor in successful teaching. Though the number of studies regarding the effects of teacher education on foreign language teachers’ self-images continues to proliferate, little attention has been paid to Iranian EFL student-teachers, particularly females, in terms of future images of professional selves being developed during their training at Teacher Education University. Using the Possible selves theory (Markus & Nurius, 1986), the present qualitative study explores and compares the future professional self-images of EFL student-teachers at Iranian Teacher Education University. Eight female student-teachers in the first, third, and last year of their studies from several female teacher education colleges around the country accepted to participate in the interviews. They were asked to discuss their desired and feared selves, as well as their plans for achieving or avoiding these selves, respectively. In-depth phenomenological interviewing was adopted to collect the data. Before fieldwork experience, student-teachers’ hopes and fears were mostly geared to classroom routines, while by the end, their statements were predominantly theory-based and sophisticated. Most student-teachers made reference to some plans for attaining their desired professional self-images and avoiding feared ones. The study put forward some implications for teacher training and education programs.