چکیده

Abstract Language teachers face different challenges in their profession and lack of ability in dealing with the difficulties of teaching might result in burnout. Resilience, the capacity of sustaining motivation and passion while managing challenges, has attracted remarkable attention in language teacher education studies. In this qualitative study, attempts were made to answer the questions as to how language teachers shape and reshape resilience throughout their teaching profession and how the activity system of language teaching changed as teachers face challenges and grow in resilience .Twenty language teachers working a private language center participated in semi-structured interviews and presented their narratives about what challenges they experienced and how their teaching profession transformed in their journey towards becoming a professional teacher. Relying on Activity theory (Engeström, 2001) to analyze the data, we found that teachers’ resilience has developed through mediating factors (e.g. establishing mutually respectful communication with learners, improving abilities to criticize their beliefs and practice), establishing strong networks with their colleagues, raising their professional knowledge and teaching skills. Teachers’ definitions about objects and outcomes of resilience have changed as they gained more teaching experiences. Pedagogical implications and the limitations of this study were discussed in detail.

کليدواژه ها

Keywords: language teachers, resilience, teaching profession, activity theory

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Ghaslani Rozhin , 1398 , Seeking Traces of Resilience in Language Teachers’ Journey towards Professionalism: An Activity Theory Perspective , اولين کنفرانس بين المللي مطالعات زبان انگليسي