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

Document Type : Original Article

Authors

1 Department of Educational Sciences, Faculty of Human sciences, Tarbiat Modarres University, Tehran, Iran

2 Department of Principles and Foundations of Education, Faculty of Psychology and Educational Sciences, University of Tehran, Tehran, Iran

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

10.48310/riet.2025.19059.1410

Abstract

This study aims to analyze and explain the Teachers’ professional identity (TPI) based on the philosophy of Islamic education, with particular emphasis on the theoretical foundations of the Fundamental Reform Document of Education in the Islamic Republic of Iran and the theory of human agency (Bagheri, 2020). The research adopts a qualitative, philosophical-analytical approach. Findings indicate that, from the perspective of Islamic educational philosophy, the teacher is an identity-oriented and transformative individual who acts within various contexts based on the cultural values of society. TPI as a form of collective identity related to the practice of teaching, is dynamic and multifaceted. Its formation and development, while respecting the principle of teacher agency, are grounded in acquiring the competencies necessary to understand one’s own position and that of others and striving to improve and elevate that position throughout one’s professional life in accordance with Islamic evaluative standards. Furthermore, the components of TPI are categorized into three groups: general, common, and specific. General components are not exclusive to the teaching profession and are desirable for all individuals. Common components relate to the pedagogical skills necessary for teaching and education. Specific components pertain to teachers’ content knowledge in their respective fields of specialization.

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