Informed by the Bourdieusian construct of the social field, the purpose of this paper is to explore how different aspects of the educational field and the sub-field of…
Informed by the Bourdieusian construct of the social field, the purpose of this paper is to explore how different aspects of the educational field and the sub-field of English language teaching in Iran influence diverse components of the professional identity of high school EFL teachers. To this aim, the impact of the power hierarchization structure, distribution of capitals and field autonomy, as important aspects of the social field theory, is investigated in relation to Iranian EFL teachers’ professional identity construction.
Van Manen’s (1990) hermeneutic phenomenological research method was adopted to analyze the data obtained through the semi-structured interviews and reflexive journals from 15 Iranian EFL teachers at high schools.
The hermeneutic phenomenological analysis of the data yielded to the extraction of one global, three organizing and six basic themes. The global theme was the educational field and professional identity. The resulting organizing themes were: first, autonomous field and teachers’ commitment; second, asymmetric power relation and teachers’ autonomy; and, finally, cultural capital and teachers’ motivation. This study revealed how the complex and multi-dimensional nature of the power relations between the field of education and power influenced the professional identity of EFL teachers.
This dynamic representation of the inherent complexities of the educational context contributes to a more profound understanding of the role of the micro and macro contextual factors in formulating teachers’ professional identity. The implications of this study are further explained.
Hereby, the authors declare that all the procedures of data collection and analysis have been just done by the researchers.
The purpose of this paper is to explore Iranian EFL teachers’ and learners’ emotions in the realities of the classroom to investigate how their experience and navigation…
The purpose of this paper is to explore Iranian EFL teachers’ and learners’ emotions in the realities of the classroom to investigate how their experience and navigation of emotions could provide the opportunity for socially just teaching.
A qualitative study was conducted to probe EFL teachers’ and learners’ emotional experiences. Data were gathered through interviews and observation. Using interpretive phenomenological analysis, the researchers analyzed the data through three stages of critical emotional praxis, including identification, reflection, and response.
Findings of the study revealed that emotions of caring, love, anger, and anxiety were the most dominant emotions among teachers and learners. Also, it was shown that the participants used emotion management, the cultivation of positive emotions, and bodily manipulation in order to change their course of actions and move toward two-way communication whereby they could see and hear each other.
The paper provided a new lens through which socially just teaching can be studies in EFL contexts. Also, the participants of the study consisted of both the teachers and the learners, because the researchers believed in a teacher’s identity as a pedagogy. In this respect, this study can also be considered as different from similar studies conducted on teachers’ emotional identities in the classroom.