Iranian Translation Teachers' Role Identities: Synergy, Conflict, and Identity Negotiation Through a DSMRI Lens

Articles in Press

Document Type : Original Article

Authors

1 Department of English Translation Studies, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran

2 Department of English Translation Studies, Faculty of Persian Literature and Foreign Languages, Allameh Tabataba'i University, Tehran, Iran

Abstract

Translation teachers occupy a complex position at the intersection of pedagogy, research, and professional practice, yet their role identities remain underexplored in non-Western contexts such as Iran. Drawing on the Dynamic Systems Model of Role Identity (DSMRI), this qualitative study examined (1) how Iranian translation teachers develop their professional role identities and (2) how their main and sub-role identities interact. Semi-structured interviews were conducted with nine translation teachers from two Iranian universities, and the data were analyzed using thematic analysis. Participants' accounts suggested that role identity was shaped through the interplay of four DSMRI components: beliefs, self-perceptions, goals, and perceived action possibilities. Teachers also described dynamic interactions among their roles, including synergy, conflict, and temporal strategies for managing competing professional demands. These findings provide insight into translation teachers' role identities in the Iranian context and illustrate the usefulness of the DSMRI for understanding identity negotiation. The study offers implications for translation teacher education and professional development in comparable contexts.

Keywords

Main Subjects

Linguistic Studies: Theory and Practice

Articles in Press, Accepted Manuscript
Available Online from 20 August 2026

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History

  • Receive Date: 02 June 2026
  • Revise Date: 26 July 2026
  • Accept Date: 20 August 2026

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