نوع مقاله : مقاله پژوهشی
نویسندگان
1 گروه زبان های خارجی، دانشگاه شیراز، شیراز، ایران
2 مطالعات ترجمه، دانشگاه علامه طباطبایی، تهران، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
The aim of this case study was to examine how the accelerated feedback group thinking contributes to the formation of professional identity among English teachers during a five-week offline professional development course for teachers in Iran. Three English teachers who participated in these courses and engaged in group feedback activities were involved in this research. Data was obtained in the form of narratives through focused group discussions with the participants. The thematic analysis method was used to uncover the themes regarding the impact of feedback thinking on accelerating the formation of professional identity for teachers. The findings of the research showed that group feedback thinking, through recalling professional experiences, equal participation, mutual communication, and positivity, accelerates the formation of professional identity among teachers. Group feedback thinking, when personal, acknowledged, and data-driven, promotes individual growth. It is essential to incorporate feedback thinking related to identity in teacher professional development courses to assist teachers in the nurturing and cleansing of their professional journey.
کلیدواژهها [English]
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