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Locked Between Policy and Practice: The Identity Journey of Novice Iranian Public School EFL Female Teachers via an Ecological View | ||
| Interdisciplinary Studies in English Language Teaching | ||
| دوره 3، شماره 2 - شماره پیاپی 6، 2025، صفحه 202-218 اصل مقاله (364.91 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22080/iselt.2026.30109.1133 | ||
| نویسندگان | ||
| Mohammad Amin Mozaheb* 1؛ Narges Sardabi2؛ Mercede Omidnezhad2 | ||
| 1Department of Foreign Languages, Language Center, Imam Sadiq University, Tehran, Iran. | ||
| 2Department of English, Faculty of Humanities, Ershad Institute of Higher Education, Tehran, Iran. | ||
| تاریخ دریافت: 30 شهریور 1404، تاریخ بازنگری: 17 بهمن 1403، تاریخ پذیرش: 03 آذر 1404 | ||
| چکیده | ||
| This study explores the key factors shaping how novice EFL female teachers develop their professional identities within Iranian public schools. Through thematic analysis of interviews and focus group discussions with eight teachers, some key themes emerged guided by sociocultural theories of teacher identity and an ecological view of teacher agency. Findings revealed how novice teachers’ professional identity interacts with ecological dimensions of teacher agency. They create tensions between teachers' pedagogical beliefs and institutional realities and shape their evolving professional identities. The role of gender and the segregated schooling system in Iran was also found to be facilitative. The study highlights the need for systemic reforms, including improved mentoring programs, reduced class sizes, and greater curricular flexibility to support novice teachers' identity development. By addressing these challenges, teachers can show more resilience and become professionally fulfilled EFL teachers in Iranian public schools. To achieve this goal, policymakers and educational authorities need to provide institutional support and acknowledge ecologically-based teacher agency dimensions. | ||
| کلیدواژهها | ||
| Teacher Identity؛ Novice EFL Teachers؛ Professional Development؛ Institutional Constraints؛ Iranian Public Schools | ||
| مراجع | ||
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