Document Type : Original Article
Researcher
Allameh Tabataba’i University
Ministerial Ethics Committee
This study seeks to explore the professional role identities of translation teachers in Iran and their impact on their professional development within the framework of the dynamic systems model of role identity (DSMRI) proposed by Garner and Kaplan (2019). In the DSMRI, a translation teacher takes specific actions based on his/her beliefs about the context or about him/herself as a trainer/educator, researcher, and translator in that context, to reach his/her professional goals.
The research tries to come up with the answers to the following three questions:
1. How are Iranian translation teachers’ main role and sub-role identities developed?
2. How do Iranian translation teachers’ main role and sub-role identities interact?
3. How do Iranian translation teachers’ role and sub-role identities impact their professional development?
Participants of this study consist of about 20 Iranian male and female translation teachers with varying years of translation teaching experience at different universities. To warrant the mutual relationship required for trust, cooperation and reciprocity between the researcher and the participants in the qualitative research, the researcher tries to select the participants from his colleagues so that their cooperation is guaranteed. Because the researcher is a translation teacher and a faculty member of a university, accessing the participants is not too difficult for him.
A semi-structured interview will be implemented to uncover the translation teachers’ trajectory of role and sub-role identities development and their effects on their professional development