Professional Identity in Iran`s Higher Education: A Case of EFL Professors

Abstract

This paper explores the roles of 10 professors teaching TEFL at the MA level in Iranian higher education contexts. For
this purpose, observational data in 10 classroom settings was gathered through audio-taping classroom interactions. The
collected data was transcribed, and analysis was carried out on footing changes so that the professors’ roles could be identified
in details. According to Footing Theory, a speaker can take on three roles of animator, author, and principal. In-depth analysis of
the transcripts revealed that classroom practices were dominated by the author role taken on by the professors. The results offer
implications and suggestions for pedagogical consideration within higher education context.