A Delphi Study of the English Teacher Educators’ Conceptualization of their Professional Identity
Year: 2025
Type: article
Study design: Observational Study
Abstract: This Delphi study aimed to investigate the effectiveness of various indicators that shape teachers' conceptualization of their professional identity, ultimately establishing a consensus-driven list characterized by Iranian experts in the field. A comprehensive questionnaire was developed, encompassing 27 potential factors identified as influential in shaping teachers' professional identity. Sixteen subject teacher educators from several universities across Iran participated in this survey, providing valuable insights by completing the questionnaire and offering additional comments. The results revealed a strong and profound consensus among the participants regarding the significant impact of all identified factors on their professional identity. Notably, these educators demonstrated a robust and enduring self-ascribed identity rooted in educational values and principles. The findings highlight the multifaceted nature of teachers' professional identity and underscore the importance of understanding how various factors interact to shape this identity. Additionally, the study emphasizes the need for ongoing interaction and collaboration among educators to refine and enhance their professional identity. By shedding light on the elements that contribute to teachers' self-concept in their professional roles, the present research not only enriches the existing literature but also serves as a valuable resource for policymakers and educational institutions aiming to support teachers in their professional development journeys.
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: hybrid
OpenAlex ID: W4409684200