چکیده:
This research aims to investigate the contributions of KARDS (knowing, analyzing, recognizing, doing, and seeing) to Iranian English as a foreign language (EFL) institute teachers’ professional identity reconstruction. The researchers employed purposive sampling to choose twenty teachers. A KARDS questionnaire (Hassani, Khatib, & Yazdani Moghaddam, 2019a, 2019b) was used to classify the teachers into a more KARDS-oriented group (n=10) and a less-KARDS oriented group (N=10) on the basis of their scores on the questionnaire through quartile-based visual binning technique. Pre-course interview, post-course interview, teacher educator and teachers’ reflective journals, and class discussions were employed to gather data. After the pre-course interview, there was an implementation phase during which all twenty teachers became familiar with KARDS. Then, Grounded Theory was applied to analyze the data. Findings showed that there were four big shifts from “uncertainty of practice to certainty of practice”, “the use of fewer macro-strategies to the use of more macro-strategies”, “linguistic and technical view of language teaching to critical, educational, and transformative view of language teaching”, and “conformity to nonconformity to dominant ideologies” in teachers’ professional identities in both groups. The changes were analogous and/or identical in nature but not in quantity, and they should be underscored and incorporated in teacher education programs.
خلاصه ماشینی:
Findings showed that there were four big shifts from “uncertainty of practice to certainty of practice”, “the use of fewer macro-strategies to the use of more macro-strategies”, “linguistic and technical view of language teaching to critical, educational, and transformative view of language teaching”, and “conformity to nonconformity to dominant ideologies” in teachers’ professional identities in both groups.
Even, from a sociocultural perspective, learning how to teach is not a matter of acquisition of knowledge, but it is mostly a process of professional identity construction (Nguyen, 2008; Varghese, Morgan, Johnston, & Johnson, 2005) and a priority in teacher education programs (Smagorinsky, Cook, Moore, Jackson, & Fry, 2004).
The contributions of critical teacher education programs (Abednia, 2012; Goljani Amirkhiz, Moinzadeh, & Eslami-Rasekh, 2018; Khatib & Miri, 2016; Sardabi, Biria & Ameri Golestan, 2018), KARDS (Hassani, Khatib, & Yazdani Moghaddam, 2019b), reflective debates (Biria & Haghighi Irani, 2015), an in-service teacher education program based on Cambridge English Teachers Professional Development (Ahmad, Latada, Nubli Wahab, Shah, & Khan, 2018), CAN (critical autoethnographic narrative) (Yazan, 2018), and observation-based learning (Steenekamp, van der Merwe, & Salieva Mehmedova, 2018) to teachers’ professional identity reconstruction have revealed the efficiency of interventions in EFL contexts.
They underscored dialogizing, learner voice, learner autonomy, particularity of teaching context, power sharing, observation, social relevance, learner motivation, transformation on the part of both learners and teachers, exchange of experiences and ideas, sociopolitical and sociocultural issues, learner agency, post transmission, integration of language skills and interaction.