Perusing of teachers in isolation does not lead to

Perusing through teaching history as well as scrutinizing the teaching profession, one may identify that nowadays, knowledge of teachers in isolation does not lead to a successful or unsuccessful teacher. There are many psychological and social factors which affect the students and teachers perception in teaching domain. Teachers are not so much in a ‘knowing’ environment than in a ‘doing’ environment (Clandinin, 1986). Therefore, Teachers’ capacity and willingness to cope with educational change and to implement innovations and strategy in their own teaching practice as well as perceptions of their own professional identity are of utmost importance for teachers.

Peruse through language teaching studies shows that the last two decades in learning and teaching languages; the focus has been shift from cognitive to social perspectives, which has highlighted the role of identity in our understanding of the natures of teaching and teacher learning. Scrutinizing earlier literature demonstrate that Erikson (1968) defined the concept in terms of `the self and one’s self-concept’ (as cited in Beijaard, Vermunt, and Verloop, 2000).

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According to Choi and Nunan (2010) identity is defined as a “recognition of cultural belonging, which is internal to the individual, while culture is external. Identity is no longer seen as a unitary or ever stable construct.” (p.3)

 

A person’s self-image and sense of identity are based on values and beliefs about how people should conduct their lives and behave in front of others. In other words, one’s identity is shaped based on the concept of ‘good’ and ‘proper’ or ‘appropriate’  behavior guiding actions. This value-construct then provides mental images for monitoring and assessing one’s own performance.

Although identity is an elusive concept, and its exact de?nition is uncertain, an increasing number of researchers are exploring this topic in the field of teaching. Teachers’ perceptions of their own professional identity affect their efficacy and professional development as well as their ability and willingness to cope with educational change and to implementation of innovations in their own teaching practice (Beijaard, Vermunt, and Verloop, 2000).

According to Beijard, Broke, and Pillen (2004), professional identity in the domain of teaching and teacher education is defined as a concept or images of one’s self that strongly determine the way they teach, the way they develop as a teacher, and their attitude toward teaching.

The other variable in this study is resiliency. According to Day and Gu (As cited in Mansfield,2010), teacher resilience is a quality in which teachers commit, motivate and engage themselves to improve professionally and to boost their potential to provide high quality teaching. Furthermore, Day and Gu(2013)  stated that teacher resiliency  is neither innate nor stable, and it is more than a capacity to survive. Rather, it is related to everyday capacity to sustain their educational purposes and successfully manage the unavoidable uncertainties which are unavoidable in the practice of being a teacher. Mansfield, Beltman, Broadley, and weatherby-fell (2016) mentioned that there are many factors which are important for teacher resilience, such as motivation, emotion, relationship in and out of the classroom, collaborative problem solving, and help-seeking.

Beijard, Broke, and Pillen (2004) concluded that there has been a growing emphasis on the importance of teacher identity and professional identity. However, apart from studies which are conducted by Beijard and others, there is little known about the relationship of professional identity and resiliency. Therefore, the aim of this correlational study will be investigating the novice and experienced EFL teachers’ professional identity and their differences in terms of resiliency.

The way teachers, behave is affected by various factors. Professional identity is one of the notions that affect teacher resiliency (definition of resiliency)

To have a more focused view, Morrison and Pearce (2011) investigate the relationship between teacher identity and resilience of novice teachers, in order to unravel this relation, they investigated the story of a beginning teacher. By exploring the story of novice teacher they proposed that “Teacher identity has emerged from this preliminary analysis as a major ‘domain’ in the framework of conditions that appear to enhance early teacher resilience”(p.49).