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Teacher immunity in professional identity: reflection on male ielts teachers’ homosocial fabrics in 2 iranian ethnographic institutions

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KeywordsTriple Keywords
Concepts
Concept formation
Languages
Language and languages
Foreign languages
Mental philosophy
Behavioral sciences
Mind
Science, Mental
Psychology
Theater
Histrionics
Professional theater
Theatre
Dramatics
Stage
Dramatic works
Drama--Philosophy
Drama, Modern
Playscripts
Dramas
Drama
Plays
Literature
World literature
Western literature (Western countries)
Belles-lettres
Cultural anthropology
Ethnology
Races of man
Social anthropology
Ethnography
Identity
Identity (Philosophical concept)
Communication
Mass communication
Communication, Primitive
Context (Linguistics)
Grammar, Comparative and general--Context
Situation (Linguistics)

Abstract

As a new concept in language teacher psychology, language teacher immunity is a strong indicator of how teachers behave and respond in the face of disturbances which has a profound effect on teachers' profession. So, as it is apparent, research on language teacher immunity is in its embryonic stage and this qualitative study tried to fill the gap in the existing literature by using Retrodictive Qualitative Modeling to develop an in-depth understanding the experiences of five IELTS male teachers from two ethnographic sites. And due to research and critical studies into men and masculinity has originated as one of the most emerging areas of sociological investigation, on a macro-level of ethnography, this research study concentrated on male IELTS teachers to see the interpretations about masculinity, homosocial relations and desire to make their own professional identity and on the micro-level, the ethos varies at each institution. To achieve the research objectives and answer the questions of this ethnographic study, three data collection techniques were utilized to generate information, namely document collection, classroom observations, and interviews. The findings of this comparative ethnography revealed that in the IELTS situation, “the Visionary” and “The Spark plug” should be placed in two separate groups of immunity (productive and adaptive) to increase the categories of immunity to 5 in this context. So, by adding masculinity patterns, which changed from physicality into knowledge-discipline and socialization-patronage in this study, it was concluded that those who were in productive and adaptive immunity category were not homogeneous due to the fact that they were complicit and approached themselves to the hegemonic masculinity with slight changes that the researchers could not separate them in their immunity.

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