Projection of Immunity in Teachers’ Level of Thinking in Iranian IELTS Writing Classrooms

Abstract

Without a question, having a healthy and wellbeing state which may result from positive teacher-student relationship can cultivate teachers’ self-efficacy and it affects how they approach their professional identity. Speaking of health and well-being, language teacher immunity can be a great help to study how teachers’ health and well-being are linked to effective classroom practices. Following that, this qualitative study, tried to use retrodictive qualitative modeling to work backwards to uncover the developmental paths that led teachers to a clear state. In this study, five IELTS teachers from two separate institutions were invited to participate to be investigated and compared. Also, this study intended to describe the occurrence of self-regulated strategy development in teaching writing through levels of thinking in Bloom’s taxonomy. To answer the questions of this ethnographic study, three data collection techniques of document collection, classroom observations, and interviews were utilized to proceed both thematic and descriptive content analyses. The results of this comparative ethnography discovered that in the Iranian IELTS classrooms, “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 3 in this context (Productive, adaptive, and maladaptive). Moreover, regarding teachers’ performances the researchers were convinced to add “organization of thoughts” to the second stage of SRSD to extend this stage to “Discussion/ Organization of thoughts” in Iranian IELTS teaching contexts.