Philosophical Analysis and Explanation of Teachers’ Professional Identity Based on Islamic Educational Philosophy

Document Type : Original Article

Authors

1 Ph.D., Student, Department of educational sciences, faculty of humanities, Tarbiat Modares University, Tehran, Iran

2 Associate professor, Department of Educational Sciences, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

3 Professor, Department of Philosophical and Social Foundations, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran.

4 Professor, Department of Educational Sciences, Faculty of Humanities, Tarbiat Modares University, Tehran, Iran

10.48310/riet.2025.19059.1410

Abstract

The present study aims to analyze and explain teachers’ professional identity based on Islamic educational philosophy, with an emphasis on the theoretical foundations of fundamental transformation in the formal public education system of the Islamic Republic of Iran and the theory of human agency (Baqeri, 2020). The primary research question is: How is teachers’ professional identity conceptualized within the framework of Islamic educational philosophy, and what components and mechanisms contribute to its formation and elevation? The research employs a qualitative method based on a philosophical-analytical approach. In addressing the research question, key components such as identity, agency, collective identity, and profession were first analyzed from the perspective of Islamic educational philosophy. The findings indicate that, according to Islamic educational philosophy, a teacher is an identity-driven and transformative individual within a situational context, guided by the authentic cultural values of society. Teachers’ professional identity, as a form of collective identity pertaining to teaching practice, is dynamic, multifaceted, and composed of cognitive, motivational, volitional, and practical elements that emerge within
a situational context through conscious effort. In this framework, “profession” is an action intertwined with cognitive, affective (tendential), and volitional foundations. The formation and elevation of teachers’ professional identity, while adhering to the principle of teacher agency, are based on acquiring the necessary competencies for understanding their own
and others’ situations and striving for their improvement and enhancement throughout
their professional lives in accordance with Islamic ethical standards. Furthermore, the components of teachers’ professional identity are categorized into three groups: general, common, and specific. General components include attributes and competencies not exclusive to the teaching profession but desirable for all members of society, though their attainment can and should be considered a prerequisite for entering the teaching profession. Common components refer to traits and skills essential for all teachers in the practice of education. Specific components of teachers’ professional identity encompass their content knowledge and pedagogical skills within their specialized disciplines. A defining feature
of this conceptualization is its emphasis on “identity-centeredness,” “situatedness,” and “agency” in teachers, alongside their asymmetrical interaction with students, as well as the weight of teachers’ professional identity derived from the cultural heritage of society. This transforms them from mere transmitters of academic content into conscious, ethical, and transformative agents in shaping students’ identities in accordance with their situational context.

Keywords

References

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