Adopting the self-concept framework as a lens and interpretative case study as a methodological tool, the present study set out to examine how the professional identity of an elementary school teacher is socially (re) constructed while his transition from teaching at elementary schools to teach at universities. The design of the study was the intrinsic case study. The focal participant was an assistant professor of TEFL who has been teaching in elementary, middle, and high schools prior to starting his academic work 10 years ago. For the purpose of the data collection, in-depth interview was conducted. Another source of the data was the participant’s stories, as well as the diaries he had kept over the years. For the data analysis, thematic analysis was employed. Results indicate that the transition was seen to be in parallel with the transition from lower identity perception to higher identity perception. The transition can be best expressed in terms of identity promotion. The results indicate that the transitions were two main and noticeable ones. The data analyses also indicate that three themes, including personal-self, social self, and learners were the driving forces for the case’s professional identity development. The study has a number of implications for teacher education, policymakers, and teachers.

中文翻译：

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获得伊朗EFL教师的良好身份：从小学到大学过渡的个案研究

本研究采用自我概念框架作为镜头，并以解释性案例研究为方法论工具，着手研究在从小学教学过渡到教学过程中，如何在社会（重新）构建小学教师的职业身份。在大学。研究的设计是固有的案例研究。焦点参与者是TEFL的助理教授，在10年前开始从事学术工作之前，他一直在小学，初中和高中任教。为了收集数据，进行了深入采访。数据的另一个来源是参与者的故事以及他多年来保存的日记。对于数据分析，采用主题分析。结果表明，这种转变与从较低身份认同向较高身份认同的转变是平行的。过渡可以用身份提升来最好地表达。结果表明，过渡是两个主要且值得注意的过渡。数据分析还表明，个人，社会自我和学习者这三个主题是案件专业身份发展的推动力。该研究对教师教育，政策制定者和教师有许多影响。学习者是案件专业身份发展的动力。该研究对教师教育，政策制定者和教师有许多影响。学习者是案件专业身份发展的动力。该研究对教师教育，政策制定者和教师有许多影响。