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Bahremand, Alireza, Arjani, Seyed Hossein. (1405). Iranian Translation Teachers' Role Identities: Synergy, Conflict, and Identity Negotiation Through a DSMRI Lens. , (), -. doi: 10.22034/jls.2026.146000.1382
Alireza Bahremand; Seyed Hossein Arjani. "Iranian Translation Teachers' Role Identities: Synergy, Conflict, and Identity Negotiation Through a DSMRI Lens". , , , 1405, -. doi: 10.22034/jls.2026.146000.1382
Bahremand, Alireza, Arjani, Seyed Hossein. (1405). 'Iranian Translation Teachers' Role Identities: Synergy, Conflict, and Identity Negotiation Through a DSMRI Lens', , (), pp. -. doi: 10.22034/jls.2026.146000.1382
Bahremand, Alireza, Arjani, Seyed Hossein. Iranian Translation Teachers' Role Identities: Synergy, Conflict, and Identity Negotiation Through a DSMRI Lens. , 1405; (): -. doi: 10.22034/jls.2026.146000.1382

Iranian Translation Teachers' Role Identities: Synergy, Conflict, and Identity Negotiation Through a DSMRI Lens

پژوهش‌های زبان‌شناسی: نظریه و کاربرد
مقالات آماده انتشار، پذیرفته شده، انتشار آنلاین از تاریخ 11 شهریور 1405    اصل مقاله (731.85 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22034/jls.2026.146000.1382
نویسندگان
Alireza Bahremand1؛ Seyed Hossein Arjani* 2
1Ph.D. Candidate, Department of English Translation Studies, Faculty of Persian Literature and Foreign Languages, Allameh Tabatabai University, Tehran, Iran
2Assistant Professor, Department of English Translation Studies, Faculty of Persian Literature and Foreign Languages, Allameh Tabatabai University, Tehran, Iran.
چکیده
Translation teachers occupy a complex position at the intersection of pedagogy, research, and professional practice, yet their role identities remain underexplored in non-Western contexts such as Iran. Drawing on the Dynamic Systems Model of Role Identity (DSMRI), this qualitative study examined (1) how Iranian translation teachers develop their professional role identities and (2) how their main and sub-role identities interact. Semi-structured interviews were conducted with nine translation teachers from two Iranian universities, and the data were analyzed using thematic analysis. Participants' accounts suggested that role identity was shaped through the interplay of four DSMRI components: beliefs, self-perceptions, goals, and perceived action possibilities. Teachers also described dynamic interactions among their roles, including synergy, conflict, and temporal strategies for managing competing professional demands. These findings provide insight into translation teachers' role identities in the Iranian context and illustrate the usefulness of the DSMRI for understanding identity negotiation. The study offers implications for translation teacher education and professional development in comparable contexts.
کلیدواژه‌ها
Translation teacher identity؛ role identity؛ DSMRI؛ professional development
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تعداد مشاهده مقاله: 140
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