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چکیده
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In the context of teaching a foreign language, certain preconditions are required in order to create a more professional learning base. Teachers’ professional identity is one of these preconditions which should be adjusted by different teaching environments (Babanoglu, & Agcam, 2019; Mirzaee, & Aliakbari, 2018). Moreover, teachers’ pedagogical knowledge base is also another precondition needed by teachers to cope efficiently and fruitfully with problematic issues. And finally, teacher resilience is another element in creating a more professional learning base. In this research study, the researcher made an attempt to investigate the relationship between these three factors. For this purpose, 178 EFL teachers (from both genders) teaching English at different language schools in three cities of Maragheh, Urmia, Tabriz, in Iran filled out the three questionnaires of Teachers’ Professional Identity Questionnaire; Connor and Davidson (2003) Resilience Scale; and Teachers’ Sense of Pedagogical Knowledge Base Questionnaire. The findings of the analyses revealed that there was a positive and significant correlation between teacher identity and resilience. Also, it was found that a weak and insignificant correlation existed between teacher identity and PKB, and finally, a strong correlation between teacher resilience and pedagogical knowledge base was estimated. The findings of the present study can provide helpful insights for language teacher trainers to improve the language teaching quality of Iranian context.
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