Professional Identity in Iran`s Higher Education: A Case of EFL Professors
Year: 2012
Type: article
Abstract: This paper explores the roles of 10 professors teaching TEFL at the MA level in Iranian higher education contexts. For this purpose, observational data in 10 classroom settings was gathered through audio-taping classroom interactions. The collected data was transcribed, and analysis was carried out on footing changes so that the professors ’ roles could be identified in details. According to Footing Theory, a speaker can take on three roles of animator, author, and principal. In-depth analysis of the transcripts revealed that classroom practices were dominated by the author role taken on by the professors. The results offer implications and suggestions for pedagogical consideration within higher education context.
Authors: Reza Pishghadam, Sara Shirmohammadi
Language: English
Subfield: Language and Linguistics
Field: Arts and Humanities
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W594914221