نوع مقاله : مقاله پژوهشی اصیل
نویسنده
دانشگاه فرهنگیان ،همدان ،ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسنده [English]
Abstract :
Background and Objectives: This study aimed to investigate the transformation of professional identity of an Iranian teacher over a four-decade journey in the context of diverse experiences including teaching, administration, teacher education, and international education.
Method: This qualitative study employed lived experience analysis and narrative inquiry. Data were collected from reflective notes and professional memoirs of an experienced teacher, as well as his professional documents and career records. Data analysis was conducted in two stages: first, open, axial, and selective coding were used to extract main categories; second, the teacher's professional journey was reconstructed as a linear narrative, and "identity turning points" were identified and analyzed.
Findings: In the open coding stage, 16 open codes were extracted and organized into eight main categories: identity transformation in the context of multiple roles, multiple roles and flexibility, turning points and redefinition of values, redefinition of educational values, personal reflections and self-awareness, reconstruction of professional identity, continuous learning, and love for teaching and learning. The findings were presented as a grounded conceptual model illustrating a cyclical, non-linear process. "Love for teaching and learning" was identified as the central core and driving force of identity transformation.
Conclusion: The transformation of teacher professional identity is a dynamic, cyclical, and meaning-making process shaped through the interaction of lived experiences, multiple roles, personal reflection, and intrinsic love for teaching and learning. These findings can provide valuable practical insights for educational policymakers, teacher education administrators, and professional development planners.
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کلیدواژهها [English]
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