Volume 7, Issue 4 (December 2025)
IEEPJ 2025, 7(4): 1-16 |
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Hadi S, Rezvani E, Salehi H, Tabatabaei O. (2025). Integrating Language Socialization and Professional Identity: A Mixed-Methods Analysis of Iranian EFL Teachers' Role Negotiation in Educational Contexts. IEEPJ. 7(4), 1-16.
URL: http://ieepj.hormozgan.ac.ir/article-1-1130-en.html
URL: http://ieepj.hormozgan.ac.ir/article-1-1130-en.html
1- Department of English, Na.C., Islamic Azad University, Najafabad, Iran
2- Department of English, Isf. C., Islamic Azad University, Isfahan, Iran ,e.rezvanei@iau.ac.ir
3- Department of English, Na.C., Islamic Azad University, Najafabad, Iran
4- Department of English, Na.C., Islamic Azad University, Najafabad, Iran
2- Department of English, Isf. C., Islamic Azad University, Isfahan, Iran ,
3- Department of English, Na.C., Islamic Azad University, Najafabad, Iran
4- Department of English, Na.C., Islamic Azad University, Najafabad, Iran
Abstract: (772 Views)
Objective: This study investigates how language socialization influences the development of professional identity among Iranian teachers of English as a Foreign Language (EFL).
Methods: A mixed-methods design was employed to examine how language socialization practices interact with the development of professional roles as teachers negotiate their identities across diverse educational settings. Data were collected through qualitative interviews and quantitative surveys administered to Iranian EFL teachers.
Results: The findings reveal that professional identity formation is shaped by multiple factors, including cultural norms, institutional practices, and personal experiences. Teachers employ various strategies to negotiate tensions between their personal expectations and institutional performance demands. The results also indicate that professional identity is continuously redefined through ongoing socialization processes, alongside teachers’ individual agency.
Conclusions: The study highlights the complex relationship between language socialization and professional identity development. It underscores the dynamic and evolving nature of teacher identity and offers valuable implications for teacher education and professional development programs for EFL teachers.
Methods: A mixed-methods design was employed to examine how language socialization practices interact with the development of professional roles as teachers negotiate their identities across diverse educational settings. Data were collected through qualitative interviews and quantitative surveys administered to Iranian EFL teachers.
Results: The findings reveal that professional identity formation is shaped by multiple factors, including cultural norms, institutional practices, and personal experiences. Teachers employ various strategies to negotiate tensions between their personal expectations and institutional performance demands. The results also indicate that professional identity is continuously redefined through ongoing socialization processes, alongside teachers’ individual agency.
Conclusions: The study highlights the complex relationship between language socialization and professional identity development. It underscores the dynamic and evolving nature of teacher identity and offers valuable implications for teacher education and professional development programs for EFL teachers.
Keywords: Language Socialization, Professional Identity, EFL Teachers, Role Negotiation, Mixed-Methods Approach
Type of Study: Original |
Subject:
Educational Psychology
Received: 2025/07/25 | Accepted: 2025/09/14 | Published: 2025/12/1
Received: 2025/07/25 | Accepted: 2025/09/14 | Published: 2025/12/1
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