Interplay between Self and Society as the Grounding factors of the Holistic Identity of Language Teachers in Iran

Since teachers are considered as the main part of the educational system in the process of language education and in order to investigate the Holistic Identity of Language Teacher (HILT), this study aimed to determine the role of underlying factors shaping the comprehensive identity of the language teacher based on the theoretical framework of a new background. Also, the interrelated effect of self and society in the formation of teachers' comprehensive identity, different aspects of the individual and social system of teacher and society, and related categories of grounded theory were investigated based on Strauss and Corbin's (۱۹۹۸) model. The information required for this study was collected through semi-structured interviews with the participation of ۴۱ Iranian teachers working in schools, universities, and institutions. Then, using constant comparative analysis, and open, selective, and axial coding process in the presented theoretical framework, the process of collecting, analyzing, and hypothesizing according to the recurrence nature of the underlying theory continued to obtain the results of the research. Accordingly, Teacherality was the phenomenon of HILT, while the- the Personna Grata- including Language Commanding Perceptual Prompt, Sense Agility, and Corporeal State, and the other factor- Public Person - including Prestige, Public Life, and Media Person, to emerge as the final phenomenon of the teacher's holistic identity entitled the Actual Teaching Approach. The findings indicate that Self and Society, as grounding factors, play a major role in the formation of HILT.

کلیدواژه ها:

Grounded Theory ، Holistic Identity ، Iran ، Self ، Society ، Teacher Identity