Role of Action Research in ESP Teachers’ Professional Identity Development
Publish Year: 1401
نوع سند: مقاله ژورنالی
زبان: English
View: 69
This Paper With 13 Page And PDF Format Ready To Download
- Certificate
- من نویسنده این مقاله هستم
استخراج به نرم افزارهای پژوهشی:
شناسه ملی سند علمی:
JR_RALS-13-1_003
تاریخ نمایه سازی: 17 اردیبهشت 1403
Abstract:
Although the last decade has seen a growing interest in language teacher identity, the investigation of ESP teachers’ professional identity has remained practically unexplored. The present study examined the role of action research in ESP teachers’ professional identity development. We collected interactionally oriented narratives produced by ۳ ESP teachers and used the ۳A-LTIF framework (i.e., affiliation, attachment, and autonomy) of language teacher identity (Werbińska ۲۰۱۶) to analyze the narratives. Findings showed that action research has a constructive role in ESP teachers’ professional identity development. The ESP teachers affiliated themselves more as ESP teacher-researchers, developed their attachment to do more action research, and seemed to be more self-reliant on conducting their future research projects. Also, the findings revealed that ESP teachers’ action research programs need to consider the specificity of the ESP context. Thus, it can be concluded that action research may potentially serve as a venue to change the ESP teachers’ selves and, consequently, develop their professional identities.
Keywords:
Authors
Hussein Meihami
Department of English Language, Imam Khomeini International University, Qazvin, Iran
Dorota Werbińska
Pomeranian University, Slupsk, Poland
مراجع و منابع این Paper:
لیست زیر مراجع و منابع استفاده شده در این Paper را نمایش می دهد. این مراجع به صورت کاملا ماشینی و بر اساس هوش مصنوعی استخراج شده اند و لذا ممکن است دارای اشکالاتی باشند که به مرور زمان دقت استخراج این محتوا افزایش می یابد. مراجعی که مقالات مربوط به آنها در سیویلیکا نمایه شده و پیدا شده اند، به خود Paper لینک شده اند :