Iranian EFL Teachers' Professional Identity in Online Teaching

Mona Fanaee, Mehran Davaribina


It has been proven that teachers' professional identity has an impact on their ability to exercise agency, autonomy, and career advancement. Understanding the impact of the teaching setting on the development of teachers' professional identities is critical for assisting them in dealing with the problems. This article explores the impact of the changed educational context on the professional identity of three EFL experienced teachers' narratives of their experiences as they faced the transition from face-to-face to online teaching. According to the findings, all individuals underwent professional identity reconstructions in their daily routines and knowledge/skills, but their teaching beliefs underwent various transitions. Moreover, changes in routines and knowledge/skills may not result in belief negotiation, and current beliefs may impede or encourage their adjustments to the changes.


Professional identity; Experienced teachers; Online teaching; Face-to-face teaching

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