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Fostering Alignment: How Supportive Conditions Bridge Language Teacher Identity, Beliefs, and Practice in Listening Instruction | ||
| Interdisciplinary Studies in English Language Teaching | ||
| دوره 4، شماره 1 - شماره پیاپی 7، 2026، صفحه 143-163 اصل مقاله (513.86 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22080/iselt.2026.6300 | ||
| نویسندگان | ||
| Elham Haqiqi1؛ Hossein Bozorgian* 1؛ Zahra Ahmadpour Kasgary1؛ Bedrettin Yazan2 | ||
| 1Department of English Language and Literature, University of Mazandaran, Babolsar, Iran | ||
| 2University of Texas at San Antonio | ||
| تاریخ دریافت: 13 فروردین 1405، تاریخ بازنگری: 08 اردیبهشت 1405، تاریخ پذیرش: 11 اردیبهشت 1405 | ||
| چکیده | ||
| How can language teachers consistently enact their beliefs about effective pedagogy, particularly in the often-marginalized skill of listening? This study argues that the answer lies in understanding and supporting Language Teacher Identity (LTI). This study examined LTI through the aspects of agency, self-esteem, self-efficacy, and commitment. Using a mixed-methods design with 59 Iranian EFL teachers (questionnaire) and an in-depth qualitative study of three teachers (observations, interviews), the relationship between teachers’ beliefs and their practices was investigated. Teachers had above 5 years of teaching experience both in the qualitative and quantitative phase and ranged in age from 24 to 45. Contrary to studies that found frequent misalignments, our findings revealed a strong congruence between what teachers believe and what they do. This alignment was fundamentally enabled by supportive institutional conditions, including teacher agency, professional trust, and a lack of restrictive policies, which empowered teacher development and affirmed their sense of self. The study concluded that the development of positive LTI and consistent belief-driven practice is deeply facilitated by the educational ecosystem. This study offers implications for school administrators and teacher educators on creating environments that nurture teacher agency, thereby directly improving instruction in line with teachers’ beliefs. | ||
| کلیدواژهها | ||
| Belief-Practice Alignment؛ Language Teacher Identity Development؛ Listening Instruction؛ Supportive School Context؛ Teacher Agency | ||
| مراجع | ||
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