The Development of EFL Teachers’ Identity Through Forming Visions

Abstract

AbstractEnglish as a Second/Foreign Language (L2) teacher identity has recently attracted researchers worldwide and a number of new concepts have been identified as influential in L2 teachers’ identity formation. The present study examined one of those concepts, namely vision, and such relevant issues as vision trajectories as well as strategies that enhance the ability to form a vision. To that end, data were collected through semi-structured interviews, a research-informed vision enhancement strategies inventory, and a vision timeline diagram. Open and selective coding analysis of the data revealed that Iranian in-service L2 teachers’ visions of their future ideal selves lacked some of the essential conditions of a full-fledged vision. Moreover, low income, lack of necessary tools, restricted teacher autonomy, and heterogeneity in students’ proficiency levels were the main challenges impeding the development of a vivid vision among the participants. Regarding vision trajectories, the study found that some L2 teachers initially formed clear visions of their future ideal selves, but their visions lost specificity in the face of practical realities. The participants believed that raising awareness, organizing regular in-service training courses, and improving working conditions could enhance L2 teachers’ capacity to form visions.KeywordsLanguage teacher identityLanguage teacher visionPossible selvesIdeal selfLanguage teacher’s voiceVision-enhancing strategy