Iranian English Teachers’ Implicit and Explicit Professional Identity

Articles in Press

Document Type : Research Paper

Authors

1 English Department, Faculty of Management and Humanities, Chabahar Maritime University

2 Chabahar Maritime University

10.22034/elt.2025.68787.2816

Abstract

In this study, implicit and explicit professional identity of 117 pre-service and 127 in-service Iranian EFL teachers was explored. The participants were English teachers from Sistan and Balouchestan, Golestan, Qom, Khoozestan, and Tehran provinces, who were chosen via convenience sampling. Teacher Professional Identity Scale (TPIS) developed by Kao and Lin (2015) and Professional Identity Questionnaire (PIQ) by Abu-Alruz and Khasawneh (2013) were applied to measure the implicit and explicit professional identity of these teachers respectively. The participants responded to the questionnaires online. The results of t-test demonstrated that there is a significant difference between the average teachers' explicit and implicit professional identity indicators for pre-service and in-service teachers. Besides, the average indices of explicit and implicit professional identity of in-service teachers are higher than the average indices of explicit and implicit professional identity of pre-service teachers. What is more, among indicators of implicit professional identity, Instructional skills and knowledge and teacher's duties are the highest ones both in in-service group and in pre-service group. These results highlight the necessity of taking into consideration pre-service teachers' professional identity construction and development in teacher educational programs.

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Main Subjects

Journal of English Language Teaching and Learning

Articles in Press, Accepted Manuscript
Available Online from 11 September 2025

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