Masoumeh Dousti; Zahra Amirian
Abstract
The first objective of the present study was to develop a scale assessing EFL teachers’ professional identity perception (PIP) of technology-enhanced instructions (TEIs) during ...
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The first objective of the present study was to develop a scale assessing EFL teachers’ professional identity perception (PIP) of technology-enhanced instructions (TEIs) during the COVID-19 pandemic. Based on the findings of thorough interviews, a 55-item EFL teachers’ PIP inventory of TEIs was developed. The second objective was to investigate the construct validity and reliability of teachers’ PIP inventory of TEIs through gathering data from 157 Iranian EFL teachers. The Kaiser-Meyer-Olkin Measure of Sampling Adequacy and Bartlett’s Test of Sphericity verified the suitability of the data for factor analysis. The results of Exploratory Factor Analysis indicated a nine-factor solution for the inventory items. Moreover, the PIP inventory of TEIs enjoyed the reliability of 0.77 suggesting a high reliability. Regarding teachers’ perception, various personal, professional, situational, and contextual aspects of professional identity were specified in relation to the implementation of TEIs in the Iranian higher education. Some distinctive findings of this study comprised the society’s perception toward TEIs and the role of teachers’ pedagogical beliefs in the implementation of TEIs. This study has some implications for stakeholders to devote due attention to all aspects of teachers’ professional identity in the implementation of TEIs during and after the COVID-19 pandemic.
