Impact of Recruitment Pathways on EFL Teachers’ Identity Shifts During the Induction Year: A Qualitative Case Study

The purpose of this study is to investigate the identity shift of English as a Foreign Language (EFL) teachers in Iran during the induction year, focusing on two major recruitment pathways. Farhangian University is a state-run teacher training institution offering a four-year program, while Article ۲۸ is a fast-track Ministry of Education initiative providing short-term training for teachers from varied backgrounds. Employing activity theory as the conceptual framework, this study examines how these pathways influence the shift of teachers' professional identities, the determinants impacting their career trajectories, and the challenges encountered during their initial year of teaching. Through narrative inquiry and semi-structured interviews with three Iranian EFL teachers, it was found that teacher identity is dynamic and influenced by various factors such as previous teaching experience, institutional expectations, and socio-cultural issues. The findings indicated that the teacher trained at Farhangian University benefited from structured pedagogical preparation, while Article ۲۸ teachers often experienced sudden identity changes due to insufficient pre-service training. The study also emphasizes the need for teacher education programs to balance theoretical knowledge with practical teaching experience, provide stronger institutional support, and encourage professional collaboration. Along with some recommendations for further research, the implications for L۲ teacher education programs, EFL teachers, and school administrators are discussed. The findings offer valuable insights that inform ongoing discourse on enhancing teacher education programs and devising strategies to mitigate teacher shortages.

کلیدواژه ها:

Activity Theory ، Article ۲۸ ، EFL Teacher Identity ، Farhangian University ، Teacher Shortage