ISSN 2011-799X
Received: 2023-09-27
Accepted: 2023-12-01
doi: 10.17533/udea.mut.v17n1a02Professional Identity Construction of Novice
Translator Trainers in Iran: An Ecological Study
Saeed Ameri
s.ameri@birjand.ac.ir
https://orcid.org/0000-0001-7706-0552
University of Birjand, Birjand, Iran
Abstract
Teacher professional identity, understood as the ways in which teachers perceive themselves as teach-
ers, their professional roles and practices, has received enough scholarly attention in education. How-
ever, translator trainer identity is a relatively understudied area in translation studies. Acknowledg-
ing this research gap, the paper explores the factors involved in constructing Iranian early career
translator trainers’ professional identity using Bronfenbrenner’s ecological systems theory. Data on
the experiences of five Iranian translator trainers in their first five years of teaching were gathered
through narratives and semi-structured interviews. Using maxqda, a qualitative software program,
the data were subjected to thematic analysis to identify patterns and themes. Findings revealed that
various factors, such as students’ and department expectations, multiple professional identities, so-
cioeconomic issues, educational policies, and the socio-cultural context, negatively or positively (re)
shape translator trainers’ identity, affecting their professional development and performance. The
paper concludes by arguing that training programs should provide prospective trainers with practical
experiences and individual and group reflection to prepare them for the complexities of university
teaching and help them develop a positive and effective professional identity.
Keywords: identity construction, professional identity, translator trainers, ecological systems theory,
translator training
Construcción de la identidad profesional en nuevos docentes
de traducción en Irán: un estudio ecológico
Resumen
La identidad profesional del docente, que denota las formas como los docentes se definen como tales,
sus roles y prácticas profesionales, ha recibido bastante atención en el campo de la educación, pero
la identidad del docente de traducción es un área relativamente poco explorada en el campo de la
traductología. Reconociendo este vacío en la investigación, este artículo explora los factores involu-
crados en la construcción de la identidad profesional de docentes de traducción iraníes al inicio de
su carrera, usando la teoría ecológica de sistemas de Bronfenbrenner. Para este fin, se recopilaron
las experiencias de cinco docentes de traducción iraníes en sus primeros cinco años de docencia
mediante narrativas y entrevistas semiestructuradas. Los datos se sometieron a un análisis temático
para identificar patrones y temas usando el programa de análisis cualitativo maxqda. Los resultados
arrojaron que diversos factores, como las expectativas de los estudiantes y la facultad, las múltiples
Received: 2023-09-27
Accepted: 2023-12-01
doi: 10.17533/udea.mut.v17n1a02Professional Identity Construction of Novice
Translator Trainers in Iran: An Ecological Study
Saeed Ameri
s.ameri@birjand.ac.ir
https://orcid.org/0000-0001-7706-0552
University of Birjand, Birjand, Iran
Abstract
Teacher professional identity, understood as the ways in which teachers perceive themselves as teach-
ers, their professional roles and practices, has received enough scholarly attention in education. How-
ever, translator trainer identity is a relatively understudied area in translation studies. Acknowledg-
ing this research gap, the paper explores the factors involved in constructing Iranian early career
translator trainers’ professional identity using Bronfenbrenner’s ecological systems theory. Data on
the experiences of five Iranian translator trainers in their first five years of teaching were gathered
through narratives and semi-structured interviews. Using maxqda, a qualitative software program,
the data were subjected to thematic analysis to identify patterns and themes. Findings revealed that
various factors, such as students’ and department expectations, multiple professional identities, so-
cioeconomic issues, educational policies, and the socio-cultural context, negatively or positively (re)
shape translator trainers’ identity, affecting their professional development and performance. The
paper concludes by arguing that training programs should provide prospective trainers with practical
experiences and individual and group reflection to prepare them for the complexities of university
teaching and help them develop a positive and effective professional identity.
Keywords: identity construction, professional identity, translator trainers, ecological systems theory,
translator training
Construcción de la identidad profesional en nuevos docentes
de traducción en Irán: un estudio ecológico
Resumen
La identidad profesional del docente, que denota las formas como los docentes se definen como tales,
sus roles y prácticas profesionales, ha recibido bastante atención en el campo de la educación, pero
la identidad del docente de traducción es un área relativamente poco explorada en el campo de la
traductología. Reconociendo este vacío en la investigación, este artículo explora los factores involu-
crados en la construcción de la identidad profesional de docentes de traducción iraníes al inicio de
su carrera, usando la teoría ecológica de sistemas de Bronfenbrenner. Para este fin, se recopilaron
las experiencias de cinco docentes de traducción iraníes en sus primeros cinco años de docencia
mediante narrativas y entrevistas semiestructuradas. Los datos se sometieron a un análisis temático
para identificar patrones y temas usando el programa de análisis cualitativo maxqda. Los resultados
arrojaron que diversos factores, como las expectativas de los estudiantes y la facultad, las múltiples
Professional Identity Construction of Novice
Translator Trainers in Iran: An Ecological Study29Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
identidades profesionales, aspectos socioeconómicos, políticas educativas y el contexto sociocultural
pueden modificar, de manera positiva o negativa, la identidad de los docentes de traducción, y con ello
tendrán un impacto en el desarrollo y el desempeño profesionales. El artículo concluye afirmando que
los programas de formación deben ofrecer a los futuros docentes experiencias prácticas y reflexión
individual y grupal que los preparen para las complejidades de la docencia universitaria y les ayuden
a desarrollar una identidad profesional positiva y efectiva.
Palabras clave: construcción identitaria, identidad profesional, docentes de traducción, teoría de los
sistemas ecológicos, formación de traductores
Construction de l’identité professionnelle des enseignants
de traduction débutants en Iran : une étude écologique
Résumé
L’identité professionnelle des enseignants, qui concerne les perceptions des enseignants eux-mêmes
comme des enseignants, ainsi que leur rôles et pratiques professionnelles, a reçu assez d’attention
dans le domaine de l’éducation. À l’inverse, l’identité des enseignants de traduction est un domaine
relativement peu étudié dans la traductologie. Reconnaissant cette lacune dans la recherche, cet article
explore les facteurs impliqués dans la construction de l’identité professionnelle des enseignants des
traducteurs iraniens en début de carrière en utilisant la théorie des systèmes écologiques de Bronfen-
brenner. Nous avons recueilli des données sur les expériences de cinq formateurs de traducteurs ira-
niens au cours de leurs cinq premières années d’enseignement par le biais de récits et d’entretiens
semi-structurés. À l’aide de maxqda, un logiciel qualitatif, les données ont été soumises à une analyse
thématique afin d’identifier des modèles et des thèmes. Les résultats ont révélé que divers facteurs, tels
que les attentes des étudiants et des départements, les identités professionnelles multiples, les ques-
tions socio-économiques, les politiques éducatives et le contexte socioculturel, (re)façonnent négati-
vement ou positivement l’identité des enseignants de traducteurs, ce qui affecte leur développement
professionnel et leur performance. L’article conclut en affirmant que les programmes de formation
devraient offrir aux futurs enseignants des expériences pratiques et une réflexion individuelle et col-
lective pour les préparer aux complexités de l’enseignement universitaire et les aider à développer une
identité professionnelle positive et efficace.
Mots clés : construction de l’identité, identité professionnelle, enseignants des traducteurs, théorie
des systèmes écologiques, formation des traducteurs
Translator Trainers in Iran: An Ecological Study29Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
identidades profesionales, aspectos socioeconómicos, políticas educativas y el contexto sociocultural
pueden modificar, de manera positiva o negativa, la identidad de los docentes de traducción, y con ello
tendrán un impacto en el desarrollo y el desempeño profesionales. El artículo concluye afirmando que
los programas de formación deben ofrecer a los futuros docentes experiencias prácticas y reflexión
individual y grupal que los preparen para las complejidades de la docencia universitaria y les ayuden
a desarrollar una identidad profesional positiva y efectiva.
Palabras clave: construcción identitaria, identidad profesional, docentes de traducción, teoría de los
sistemas ecológicos, formación de traductores
Construction de l’identité professionnelle des enseignants
de traduction débutants en Iran : une étude écologique
Résumé
L’identité professionnelle des enseignants, qui concerne les perceptions des enseignants eux-mêmes
comme des enseignants, ainsi que leur rôles et pratiques professionnelles, a reçu assez d’attention
dans le domaine de l’éducation. À l’inverse, l’identité des enseignants de traduction est un domaine
relativement peu étudié dans la traductologie. Reconnaissant cette lacune dans la recherche, cet article
explore les facteurs impliqués dans la construction de l’identité professionnelle des enseignants des
traducteurs iraniens en début de carrière en utilisant la théorie des systèmes écologiques de Bronfen-
brenner. Nous avons recueilli des données sur les expériences de cinq formateurs de traducteurs ira-
niens au cours de leurs cinq premières années d’enseignement par le biais de récits et d’entretiens
semi-structurés. À l’aide de maxqda, un logiciel qualitatif, les données ont été soumises à une analyse
thématique afin d’identifier des modèles et des thèmes. Les résultats ont révélé que divers facteurs, tels
que les attentes des étudiants et des départements, les identités professionnelles multiples, les ques-
tions socio-économiques, les politiques éducatives et le contexte socioculturel, (re)façonnent négati-
vement ou positivement l’identité des enseignants de traducteurs, ce qui affecte leur développement
professionnel et leur performance. L’article conclut en affirmant que les programmes de formation
devraient offrir aux futurs enseignants des expériences pratiques et une réflexion individuelle et col-
lective pour les préparer aux complexités de l’enseignement universitaire et les aider à développer une
identité professionnelle positive et efficace.
Mots clés : construction de l’identité, identité professionnelle, enseignants des traducteurs, théorie
des systèmes écologiques, formation des traducteurs
Saeed Ameri30La dimensión profesional en la docencia en traducción e interpretación
Introduction
In recent years, the translation profession has
recognized the importance of continuous profes-
sional development in equipping translator train-
ers with the necessary competencies (Orlando,
2019). Nevertheless, the complex task of teach-
ing translation far exceeds acquiring knowledge
and skills in pedagogy and subject expertise. It
involves developing a robust professional identity
as a trainer; a continuous process of adaptation
and growth in this role (Feser & Haak, 2023;
Steadman, 2023).
Teaching, for Reeves (2018, p. 2), is not just a job;
it is a profession that requires the development of
an effective teacher’s sense of self. The process
of becoming a teacher is multifaceted, involving
the construction and development of self-percep-
tions (Macías Villegas et al., 2020). It should not
be neglected that “professional development is a
process in which the professional identity of the
teacher is formed”; therefore, the professional de-
velopment of teachers relies on the effective con-
struction of their identity (Avidov-Ungar, 2016,
p. 654). Becoming or being a teacher is a lifelong
process of self-discovery and development, which
is shaped by our understanding of ourselves and
how others perceive us (Danielewicz, 2001;
Reeves, 2018).
Therefore, the formation of a teacher’s iden-
tity is a crucial issue in educational systems.
The relevance and importance of teacher
identity formation stems from the fact that it
meaningfully impacts the performance of both
prospective and in-service teachers, as well
as the overall quality of education (Golzar,
2020; Trent, 2010). It should come as no sur-
prise that the construction of teacher identity is
not fixed, but rather changes over time given that
“the direct work environment, the wider context
of higher education, interaction with students,
and staff development activities” can strengthen
or constrain identity construction (van Lankveld
et al., 2017, p. 330). Additionally, the research on
teacher identity can offer insights into how uni-
versity translator trainers view themselves, their
skills, and their teaching practices and philoso-
phies (Chen & Liu, 2023).
The study of how teachers develop and shape
their professional identity dates back to the
1980s (Solari & Martín Ortega, 2022). Since
the 2010s onwards, there has been a surge of
interest in researching teacher identity in differ-
ent settings and disciplines, such as education,
second language acquisition, and psychology,
resulting in a rich body of literature (Feser &
Haak, 2023; Reeves, 2018).
The importance of this topic lies in the fact
that it provides a deeper understanding of how
teachers’ professional development evolves over
time and can describe teachers’ emotions, values,
motivations, well-being, and teaching practices
(Sang, 2023). Teacher identity has been exam-
ined from various perspectives. For instance,
scholars have analyzed teacher identity in con-
nection with emotions (Nazari, Karimi, et al.,
2023), imagined identity (Goktepe & Kunt,
2021), and agency (Cobb et al., 2018).
Despite the increased interest in teacher identity
in other disciplines, few studies have examined
the identity of translation teachers (e.g., Chen
& Huang, 2022; Chen & Liu, 2023; Wu et al.,
2021). This is perhaps because there is a lack
of research on the development of translation
teachers, and studies have not addressed how to
support teachers in becoming reflective practi-
tioners (Massey, 2020, p. 390). The paucity of
literature on this topic underscores the necessity
for additional research in this fascinating area,
which can have important implications for the
professional development of trainers and the
design of effective teacher-training programs.
Therefore, this paper contributes to the present
scholarship by shedding light on the identity de-
velopment of novice translator trainers in Iran
through the lens of the ecological systems theory.
1. Theoretical Framework
To assist readers in understanding the constructs
of this study, this section defines the notions of
Introduction
In recent years, the translation profession has
recognized the importance of continuous profes-
sional development in equipping translator train-
ers with the necessary competencies (Orlando,
2019). Nevertheless, the complex task of teach-
ing translation far exceeds acquiring knowledge
and skills in pedagogy and subject expertise. It
involves developing a robust professional identity
as a trainer; a continuous process of adaptation
and growth in this role (Feser & Haak, 2023;
Steadman, 2023).
Teaching, for Reeves (2018, p. 2), is not just a job;
it is a profession that requires the development of
an effective teacher’s sense of self. The process
of becoming a teacher is multifaceted, involving
the construction and development of self-percep-
tions (Macías Villegas et al., 2020). It should not
be neglected that “professional development is a
process in which the professional identity of the
teacher is formed”; therefore, the professional de-
velopment of teachers relies on the effective con-
struction of their identity (Avidov-Ungar, 2016,
p. 654). Becoming or being a teacher is a lifelong
process of self-discovery and development, which
is shaped by our understanding of ourselves and
how others perceive us (Danielewicz, 2001;
Reeves, 2018).
Therefore, the formation of a teacher’s iden-
tity is a crucial issue in educational systems.
The relevance and importance of teacher
identity formation stems from the fact that it
meaningfully impacts the performance of both
prospective and in-service teachers, as well
as the overall quality of education (Golzar,
2020; Trent, 2010). It should come as no sur-
prise that the construction of teacher identity is
not fixed, but rather changes over time given that
“the direct work environment, the wider context
of higher education, interaction with students,
and staff development activities” can strengthen
or constrain identity construction (van Lankveld
et al., 2017, p. 330). Additionally, the research on
teacher identity can offer insights into how uni-
versity translator trainers view themselves, their
skills, and their teaching practices and philoso-
phies (Chen & Liu, 2023).
The study of how teachers develop and shape
their professional identity dates back to the
1980s (Solari & Martín Ortega, 2022). Since
the 2010s onwards, there has been a surge of
interest in researching teacher identity in differ-
ent settings and disciplines, such as education,
second language acquisition, and psychology,
resulting in a rich body of literature (Feser &
Haak, 2023; Reeves, 2018).
The importance of this topic lies in the fact
that it provides a deeper understanding of how
teachers’ professional development evolves over
time and can describe teachers’ emotions, values,
motivations, well-being, and teaching practices
(Sang, 2023). Teacher identity has been exam-
ined from various perspectives. For instance,
scholars have analyzed teacher identity in con-
nection with emotions (Nazari, Karimi, et al.,
2023), imagined identity (Goktepe & Kunt,
2021), and agency (Cobb et al., 2018).
Despite the increased interest in teacher identity
in other disciplines, few studies have examined
the identity of translation teachers (e.g., Chen
& Huang, 2022; Chen & Liu, 2023; Wu et al.,
2021). This is perhaps because there is a lack
of research on the development of translation
teachers, and studies have not addressed how to
support teachers in becoming reflective practi-
tioners (Massey, 2020, p. 390). The paucity of
literature on this topic underscores the necessity
for additional research in this fascinating area,
which can have important implications for the
professional development of trainers and the
design of effective teacher-training programs.
Therefore, this paper contributes to the present
scholarship by shedding light on the identity de-
velopment of novice translator trainers in Iran
through the lens of the ecological systems theory.
1. Theoretical Framework
To assist readers in understanding the constructs
of this study, this section defines the notions of
Professional Identity Construction of Novice
Translator Trainers in Iran: An Ecological Study31Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
teacher identity and ecological systems theory.
It also surveys empirical research on the inter-
section of identity and translation teachers.
1.1. Teacher Identity
Identity is how people see themselves and how
others perceive them. It is structured by socie-
ty and culture, and people may choose to em-
brace or reject it. Identities affect how people
think and act in different situations (Holland &
Lachicotte, 2007). A clear definition for iden-
tity can be “how a person understands his or
her relationship to the world, how that rela-
tionship is structured across time and space,
and how the person understands possibilities
for the future” (Norton, 2013, p. 45). Studies
have explored teacher identity from multiple
viewpoints, resulting in diverse definitions and
understandings. Teacher professional identity
is “the constellations of teachers’ perceptions
with regard to how they define themselves in
their professional activities” (Jiang et al., 2021,
p. 2). In fact, professional identity includes a
person’s self-image and role: how professionals
(i.e., translation trainers) perceive themselves as
members of their institutionalized group (i.e.,
university) and what they do in their daily con-
text (Hendrikx, 2020).
Teacher identity is dynamic, complex and con-
text-dependent (Beijaard et al., 2023; Edwards
& Burns, 2016); thereby, it constantly evolves
and is (re)shaped by a myriad of internal and
external factors, such as teachers’ personal
characteristics, prior experiences, profession-
al and social contexts, and views of relevant
individuals (Beauchamp & Thomas, 2009; Pil-
len et al., 2013). According to Yazan (2022),
how teachers view themselves and their role as
teachers is not static, but rather dynamic, since
teachers’ interactions with others as well as the
roles they play can shape their self-conception.
Drawing on an extensive survey of the litera-
ture, Yazan (2022) identifies five characteristics
of the way (language) teacher identity is con-
ceptualized. For this scholar, teacher identity
encompasses not only teachers’ personal views
and judgments about themselves as teachers
but also other individuals’ expectations. It is
not flexible and may change over time, since
teacher identity is (re)shaped and (re)construct-
ed in social settings and interactions, and its
development is inextricably linked to teachers’
commitment, involvement, and investment in
the teaching profession.
1.2. Teacher Identity Construction
Teacher identity construction is a dynamic
process in which teachers constantly refine
their identity to align better with the environ-
mental conditions to develop professionally
(Ruohotie-Lyhty, 2018). How educators per-
ceive themselves in their role defines their pro-
fessional identity, which may prompt them to
ask such questions as “who am I as a teacher?
and what kind of teacher do I want to be?” (Bei-
jaard et al., 2023, p. 764). The process of form-
ing a teacher identity is strongly associated with
teachers’ learning and development (Reeves,
2018) as it is shaped by individual factors such
as experiences or personal attributes, as well
as contextual factors such as the roles teachers
have, the communities of practice they belong
to, and the broader social and educational dis-
courses defining their profession (Teng, 2019).
Additionally, teachers’ future professional aspi-
rations can shape their self-perception (Uzum et
al., 2022, p. 2).
According to Sang (2023), teacher identity in-
cludes three levels: individual, relational and
collective. Teacher identity, at the individual
level, is about how a teacher defines them-
selves, which may include their views, deci-
sion-making processes, self-esteem, or desired
and expected future selves. When it comes to
the relational level, a teacher’s identity is influ-
enced by their interactions with other people in
the educational system like learners, teachers,
mentors, or parents. At the collective level, it
can be understood as a form of social identity,
referring to a person’s self-image derived from
Translator Trainers in Iran: An Ecological Study31Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
teacher identity and ecological systems theory.
It also surveys empirical research on the inter-
section of identity and translation teachers.
1.1. Teacher Identity
Identity is how people see themselves and how
others perceive them. It is structured by socie-
ty and culture, and people may choose to em-
brace or reject it. Identities affect how people
think and act in different situations (Holland &
Lachicotte, 2007). A clear definition for iden-
tity can be “how a person understands his or
her relationship to the world, how that rela-
tionship is structured across time and space,
and how the person understands possibilities
for the future” (Norton, 2013, p. 45). Studies
have explored teacher identity from multiple
viewpoints, resulting in diverse definitions and
understandings. Teacher professional identity
is “the constellations of teachers’ perceptions
with regard to how they define themselves in
their professional activities” (Jiang et al., 2021,
p. 2). In fact, professional identity includes a
person’s self-image and role: how professionals
(i.e., translation trainers) perceive themselves as
members of their institutionalized group (i.e.,
university) and what they do in their daily con-
text (Hendrikx, 2020).
Teacher identity is dynamic, complex and con-
text-dependent (Beijaard et al., 2023; Edwards
& Burns, 2016); thereby, it constantly evolves
and is (re)shaped by a myriad of internal and
external factors, such as teachers’ personal
characteristics, prior experiences, profession-
al and social contexts, and views of relevant
individuals (Beauchamp & Thomas, 2009; Pil-
len et al., 2013). According to Yazan (2022),
how teachers view themselves and their role as
teachers is not static, but rather dynamic, since
teachers’ interactions with others as well as the
roles they play can shape their self-conception.
Drawing on an extensive survey of the litera-
ture, Yazan (2022) identifies five characteristics
of the way (language) teacher identity is con-
ceptualized. For this scholar, teacher identity
encompasses not only teachers’ personal views
and judgments about themselves as teachers
but also other individuals’ expectations. It is
not flexible and may change over time, since
teacher identity is (re)shaped and (re)construct-
ed in social settings and interactions, and its
development is inextricably linked to teachers’
commitment, involvement, and investment in
the teaching profession.
1.2. Teacher Identity Construction
Teacher identity construction is a dynamic
process in which teachers constantly refine
their identity to align better with the environ-
mental conditions to develop professionally
(Ruohotie-Lyhty, 2018). How educators per-
ceive themselves in their role defines their pro-
fessional identity, which may prompt them to
ask such questions as “who am I as a teacher?
and what kind of teacher do I want to be?” (Bei-
jaard et al., 2023, p. 764). The process of form-
ing a teacher identity is strongly associated with
teachers’ learning and development (Reeves,
2018) as it is shaped by individual factors such
as experiences or personal attributes, as well
as contextual factors such as the roles teachers
have, the communities of practice they belong
to, and the broader social and educational dis-
courses defining their profession (Teng, 2019).
Additionally, teachers’ future professional aspi-
rations can shape their self-perception (Uzum et
al., 2022, p. 2).
According to Sang (2023), teacher identity in-
cludes three levels: individual, relational and
collective. Teacher identity, at the individual
level, is about how a teacher defines them-
selves, which may include their views, deci-
sion-making processes, self-esteem, or desired
and expected future selves. When it comes to
the relational level, a teacher’s identity is influ-
enced by their interactions with other people in
the educational system like learners, teachers,
mentors, or parents. At the collective level, it
can be understood as a form of social identity,
referring to a person’s self-image derived from
Saeed Ameri32La dimensión profesional en la docencia en traducción e interpretación
the social groups with which they identify
(Sang, 2023).
Different contexts and participants (colleagues
or mentors) may present opportunities and
challenges for teachers to develop their pro-
fessional identity and practice (Seyri & Nazari,
2023). For example, teachers’ professional iden-
tity is well-developed when they feel appreciated;
when they have a sense of connectedness to oth-
er teachers; when they feel confident in their
teaching role; when they have a strong sense
of purpose and passion for teaching and when
they can envision their future as teachers (van
Lankveld et al., 2017).
The above factors are highly important for
beginning trainers, who are still developing
their professional identity and navigating the
complexities of the teaching profession. Among
different teacher groups, research on the identity
construction of novice or early-career teachers
has been a new line of inquiry (e.g., Nazari, Ka-
rimi, et al., 2023; Nazari, Seyri, et al., 2023).
Novice teachers may have the same responsi-
bilities as their more experienced colleagues,
but they may face more challenges and un-
certainties in their work (Caspersen & Raaen,
2014). The early years of teaching are a time
of major change as new teachers learn to jug-
gle the demands of lesson planning, instruc-
tion, assessment, and classroom management
(Chaaban & Du, 2017; Stewart & Jansky,
2022). Wu et al. (2021) also note that novice
translation teachers may face some setbacks in
their career due to limited professional devel-
opment opportunities during their translation
training programs.
In summary, teacher identity construction is a
continuous and dynamic process that is negoti-
ated between individual, social, and contextu-
al factors within the ecology in which teachers
work. Sociological frameworks can shed val-
uable light on this process by illuminating the
contextual factors shaping teacher identity.
1.3. Ecological Systems Theory
As hinted at earlier, a teacher’s development is
shaped by a complex interplay of various inter-
nal and external factors. Bronfenbrenner’s eco-
logical systems theory (Bronfenbrenner, 1979)
is able to capture various contextual factors in-
fluencing human development, including the
identity construction of teachers (Chong et al.,
2023; Nazari, Karimi, et al., 2023). The impor-
tance of this can be seen in the argument that
teacher identity is a fluid construct, under the
influence of the context in which the teacher
works, and in the idea that it can evolve over
time (Pennington & Richards, 2016). Indeed,
how teachers perceive themselves and their
work is deeply intertwined with who the teach-
er is as an individual, the setting in which they
perform, their agency to make their own deci-
sions, and the assets and support they can rely
on (Teng, 2019).
This theory uses the terms “ecology” and “eco-
system” to delineate the complex and dynam-
ic relationships between the person and their
surroundings, where learning or development
happens (Chong et al., 2023). Ecological en-
vironments are viewed as a hierarchy of vari-
ous systems, with each system nested within a
larger one (Bronfenbrenner, 1979). The inter-
dependencies of different parts of the system
help better understand teachers’ self-image
(Bronfenbrenner, 1979; Neal & Neal, 2013).
By dividing the environment into five nested
systems, the ecological systems theory under-
scores the interconnectedness of all aspects of
a person’s environment, as follows:
• Microsystem: It is the immediate environ-
ment wherein the individual actively par-
ticipates and inhabits, such as family or
university.
• Mesosystem: It consists of the interactions
between different microsystems in a person’s
life, which impact the individual in negative
or positive ways.
the social groups with which they identify
(Sang, 2023).
Different contexts and participants (colleagues
or mentors) may present opportunities and
challenges for teachers to develop their pro-
fessional identity and practice (Seyri & Nazari,
2023). For example, teachers’ professional iden-
tity is well-developed when they feel appreciated;
when they have a sense of connectedness to oth-
er teachers; when they feel confident in their
teaching role; when they have a strong sense
of purpose and passion for teaching and when
they can envision their future as teachers (van
Lankveld et al., 2017).
The above factors are highly important for
beginning trainers, who are still developing
their professional identity and navigating the
complexities of the teaching profession. Among
different teacher groups, research on the identity
construction of novice or early-career teachers
has been a new line of inquiry (e.g., Nazari, Ka-
rimi, et al., 2023; Nazari, Seyri, et al., 2023).
Novice teachers may have the same responsi-
bilities as their more experienced colleagues,
but they may face more challenges and un-
certainties in their work (Caspersen & Raaen,
2014). The early years of teaching are a time
of major change as new teachers learn to jug-
gle the demands of lesson planning, instruc-
tion, assessment, and classroom management
(Chaaban & Du, 2017; Stewart & Jansky,
2022). Wu et al. (2021) also note that novice
translation teachers may face some setbacks in
their career due to limited professional devel-
opment opportunities during their translation
training programs.
In summary, teacher identity construction is a
continuous and dynamic process that is negoti-
ated between individual, social, and contextu-
al factors within the ecology in which teachers
work. Sociological frameworks can shed val-
uable light on this process by illuminating the
contextual factors shaping teacher identity.
1.3. Ecological Systems Theory
As hinted at earlier, a teacher’s development is
shaped by a complex interplay of various inter-
nal and external factors. Bronfenbrenner’s eco-
logical systems theory (Bronfenbrenner, 1979)
is able to capture various contextual factors in-
fluencing human development, including the
identity construction of teachers (Chong et al.,
2023; Nazari, Karimi, et al., 2023). The impor-
tance of this can be seen in the argument that
teacher identity is a fluid construct, under the
influence of the context in which the teacher
works, and in the idea that it can evolve over
time (Pennington & Richards, 2016). Indeed,
how teachers perceive themselves and their
work is deeply intertwined with who the teach-
er is as an individual, the setting in which they
perform, their agency to make their own deci-
sions, and the assets and support they can rely
on (Teng, 2019).
This theory uses the terms “ecology” and “eco-
system” to delineate the complex and dynam-
ic relationships between the person and their
surroundings, where learning or development
happens (Chong et al., 2023). Ecological en-
vironments are viewed as a hierarchy of vari-
ous systems, with each system nested within a
larger one (Bronfenbrenner, 1979). The inter-
dependencies of different parts of the system
help better understand teachers’ self-image
(Bronfenbrenner, 1979; Neal & Neal, 2013).
By dividing the environment into five nested
systems, the ecological systems theory under-
scores the interconnectedness of all aspects of
a person’s environment, as follows:
• Microsystem: It is the immediate environ-
ment wherein the individual actively par-
ticipates and inhabits, such as family or
university.
• Mesosystem: It consists of the interactions
between different microsystems in a person’s
life, which impact the individual in negative
or positive ways.
Professional Identity Construction of Novice
Translator Trainers in Iran: An Ecological Study33Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
• Exosystem: It involves larger variables, such
as social structures and institutions that indi-
rectly impact people. Individuals are not in
direct contact with these factors, but the de-
cisions and policies in these settings can still
affect their development.
• Macrosystem: It is concerned with how cul-
tural or ideological factors affect individuals’
lives, such as the values and norms of society.
• Chronosystem: It includes major events,
changes and transitions that happen throu-
ghout an individual’s life, such as job loss,
economic recessions, or wars (Bennett &
Grimley, 2001; Bronfenbrenner, 1979; Neal
& Neal, 2013).
An ecological approach to teachers’ self-im-
age helps unearth how a myriad of contextu-
al factors shape it, highlighting the fusion of
relationships between teachers and their sur-
roundings. Viewing translator trainer identity
in light of this theory, it can be stated that it
is a multifaceted construct that is constructed
and negotiated by a complex interplay of con-
textual factors. Drawing on the scholarship in
neighboring disciplines (Bluteau et al., 2017;
Chong et al., 2023; Guo & Lee, 2023), the
complex interplay of multiple factors contrib-
uting to translator trainer identity can be con-
ceptualized as:
• Microsystem: The immediate settings where
translator trainers engage in their professional
activities, including teaching, administration,
and professional development. These can be
the university, classroom or even online pla-
tforms where they interact with translation
trainees, other teachers or teaching materials.
• Mesosystem: This is the network of rela-
tionships between the various microsystems.
Therefore, it can be the associations between
trainers’ teaching activities and other roles
they can have, such as researching, transla-
ting or language teaching.
• Exosystem: This is concerned with external
settings that may indirectly affect individuals.
Educational policies (e.g., curriculum design
and course assessments) or university bud-
gets for research and training, for example,
can impact translator trainers’ teaching phi-
losophy as well as their pedagogical choices.
• Macrosystem: This addresses cultural values
and beliefs. Teacher identity can be influen-
ced by how society perceives translation edu-
cation, translations or the translator’s status.
• Chronosystem: It is concerned with develop-
mental changes and transitions. It can be the
emergence of new computer-assisted trans-
lation (cat) tools or cloud-based translation
systems in the translation profession or on-
line translator training programs, especially
during the covid-19 pandemic. It can be a
challenge for some trainers to keep up with
the latest technologies.
Translator education and translation pedagogy
is now a well-established sub-discipline within
translation studies (Bolaños-García-Escribano
et al., 2021; Kelly, 2005; Washbourne, 2020).
However, Massey et al. (2019) and Massey
(2020) have highlighted the paucity of research
on those who teach translation, namely transla-
tor trainers. When it comes to translator teacher
identity construction, Wu et al.’s (2021) longitu-
dinal case study on a Chinese novice translation
trainer during her first year of teaching showed
that her identity went through a dynamic pro-
cess of (re)construction, shaped by positive
and negative emotions she had throughout her
teaching journey.
In another study, Chen and Huang (2022) in-
vestigated how Chinese translator and inter-
preter trainers develop their role identities and
concluded that the three sub-roles of teach-
ing, researching, and translating interact and
contribute to overall teacher identity. For ex-
ample, when teachers are satisfied with their
careers, these three roles are well-integrated,
Translator Trainers in Iran: An Ecological Study33Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
• Exosystem: It involves larger variables, such
as social structures and institutions that indi-
rectly impact people. Individuals are not in
direct contact with these factors, but the de-
cisions and policies in these settings can still
affect their development.
• Macrosystem: It is concerned with how cul-
tural or ideological factors affect individuals’
lives, such as the values and norms of society.
• Chronosystem: It includes major events,
changes and transitions that happen throu-
ghout an individual’s life, such as job loss,
economic recessions, or wars (Bennett &
Grimley, 2001; Bronfenbrenner, 1979; Neal
& Neal, 2013).
An ecological approach to teachers’ self-im-
age helps unearth how a myriad of contextu-
al factors shape it, highlighting the fusion of
relationships between teachers and their sur-
roundings. Viewing translator trainer identity
in light of this theory, it can be stated that it
is a multifaceted construct that is constructed
and negotiated by a complex interplay of con-
textual factors. Drawing on the scholarship in
neighboring disciplines (Bluteau et al., 2017;
Chong et al., 2023; Guo & Lee, 2023), the
complex interplay of multiple factors contrib-
uting to translator trainer identity can be con-
ceptualized as:
• Microsystem: The immediate settings where
translator trainers engage in their professional
activities, including teaching, administration,
and professional development. These can be
the university, classroom or even online pla-
tforms where they interact with translation
trainees, other teachers or teaching materials.
• Mesosystem: This is the network of rela-
tionships between the various microsystems.
Therefore, it can be the associations between
trainers’ teaching activities and other roles
they can have, such as researching, transla-
ting or language teaching.
• Exosystem: This is concerned with external
settings that may indirectly affect individuals.
Educational policies (e.g., curriculum design
and course assessments) or university bud-
gets for research and training, for example,
can impact translator trainers’ teaching phi-
losophy as well as their pedagogical choices.
• Macrosystem: This addresses cultural values
and beliefs. Teacher identity can be influen-
ced by how society perceives translation edu-
cation, translations or the translator’s status.
• Chronosystem: It is concerned with develop-
mental changes and transitions. It can be the
emergence of new computer-assisted trans-
lation (cat) tools or cloud-based translation
systems in the translation profession or on-
line translator training programs, especially
during the covid-19 pandemic. It can be a
challenge for some trainers to keep up with
the latest technologies.
Translator education and translation pedagogy
is now a well-established sub-discipline within
translation studies (Bolaños-García-Escribano
et al., 2021; Kelly, 2005; Washbourne, 2020).
However, Massey et al. (2019) and Massey
(2020) have highlighted the paucity of research
on those who teach translation, namely transla-
tor trainers. When it comes to translator teacher
identity construction, Wu et al.’s (2021) longitu-
dinal case study on a Chinese novice translation
trainer during her first year of teaching showed
that her identity went through a dynamic pro-
cess of (re)construction, shaped by positive
and negative emotions she had throughout her
teaching journey.
In another study, Chen and Huang (2022) in-
vestigated how Chinese translator and inter-
preter trainers develop their role identities and
concluded that the three sub-roles of teach-
ing, researching, and translating interact and
contribute to overall teacher identity. For ex-
ample, when teachers are satisfied with their
careers, these three roles are well-integrated,
Saeed Ameri34La dimensión profesional en la docencia en traducción e interpretación
while heavy workload, laborious research pro-
jects, and job insecurity can prevent this inte-
gration. Finally, Chen and Liu (2023) examined
the construction of professional identity in four
translator trainers in China. Findings showed
that trainers perceive themselves as curriculum
makers/instructional designers/material de-
velopers, praxis initiators, learning facilitators,
advocates for translation technologies, and in-
dustry and training brokers.
To address the research gap in the study of
translator trainers, this article examines the
identity development of novice translator train-
ers in Iran through the lens of Bronfenbrenner’s
ecological systems theory.
2. Method
This section offers a detailed account of the
steps taken toward conducting the study. After
outlining the study’s design, context and par-
ticipants are described for enhancing the un-
derstanding of the research. This is followed
by an account of data collection and analysis.
2.1. Research Design
Quantitative approaches may not be able “to
capture the complexities, multiple facets, and
dynamics of teacher emotions and profession-
al identities” (Jiang et al., 2021, p. 5). There-
fore, a qualitative approach is followed to
analyze the translator trainer identity. Qualita-
tive studies offer deep insights into individuals’
experiences, perspectives and views, and they
do not focus on quantifying data or manipulat-
ing variables (Moser & Korstjens, 2017).
This paper follows narrative research, which
is qualitative in nature. Focusing on lived and
told stories, narrative stories tell and report in-
dividual experiences and offer insights into “the
identities of individuals and how they see them-
selves” (Creswell & Poth, 2016, p. 71). Indeed,
narratives “help researchers and readers to un-
derstand the experiences of participants and
cultures; and they can contribute to the structur-
ing of identity” (Cohen et al., 2018, p. 664). In
the narratives, participants may talk about their
past, present, or future. In fact, they are asked
to write or orally record a detailed statement
about their experience of the phenomenon un-
der study (Creswell & Poth, 2016; Mihas, 2023).
2.2. Context and Participants
The present inquiry was carried out in the Ira-
nian context during 2023. Iranian translation
programs, which train prospective translators
and interpreters, have witnessed rapid growth
over the past decades. Many universities across
the country offer English-Persian translation
programs at the Bachelor of Arts level, which
necessitates the employment of well-educated
trainers. These programs and the employment
process of trainers are guided and supervised
by the Ministry of Science Research and Tech-
nology. The undergraduate English-Persian
translation courses are taught by both faculty
members and adjunct lecturers. The faculty
members usually hold a Doctor of Philosophy
(Ph.D.) degree, but adjunct lecturers may have
a Master of Arts (M.A.) or a Ph.D. degree. The
eligibility of M.A. holders or Ph.D. students
to teach at the university level depends on the
policies of each university.
Translation teaching is offered as an individu-
al but mandatory course in Ph.D. programs in
translation studies in Iran. The M.A. program
has a course on translation evaluation and
assessment. Therefore, M.A. and Ph.D. stu-
dents are required to take courses on transla-
tion teaching, and translation assessment and
evaluation. The programs, however, lack any
practicums and are basically theoretical and
textbook based. Therefore, students only ac-
quire theoretical knowledge and learn various
models of teaching translation at the universi-
ty level. For example, these programs lack spe-
cialized courses to prepare prospective teachers
to teach legal translation or interpreting.
while heavy workload, laborious research pro-
jects, and job insecurity can prevent this inte-
gration. Finally, Chen and Liu (2023) examined
the construction of professional identity in four
translator trainers in China. Findings showed
that trainers perceive themselves as curriculum
makers/instructional designers/material de-
velopers, praxis initiators, learning facilitators,
advocates for translation technologies, and in-
dustry and training brokers.
To address the research gap in the study of
translator trainers, this article examines the
identity development of novice translator train-
ers in Iran through the lens of Bronfenbrenner’s
ecological systems theory.
2. Method
This section offers a detailed account of the
steps taken toward conducting the study. After
outlining the study’s design, context and par-
ticipants are described for enhancing the un-
derstanding of the research. This is followed
by an account of data collection and analysis.
2.1. Research Design
Quantitative approaches may not be able “to
capture the complexities, multiple facets, and
dynamics of teacher emotions and profession-
al identities” (Jiang et al., 2021, p. 5). There-
fore, a qualitative approach is followed to
analyze the translator trainer identity. Qualita-
tive studies offer deep insights into individuals’
experiences, perspectives and views, and they
do not focus on quantifying data or manipulat-
ing variables (Moser & Korstjens, 2017).
This paper follows narrative research, which
is qualitative in nature. Focusing on lived and
told stories, narrative stories tell and report in-
dividual experiences and offer insights into “the
identities of individuals and how they see them-
selves” (Creswell & Poth, 2016, p. 71). Indeed,
narratives “help researchers and readers to un-
derstand the experiences of participants and
cultures; and they can contribute to the structur-
ing of identity” (Cohen et al., 2018, p. 664). In
the narratives, participants may talk about their
past, present, or future. In fact, they are asked
to write or orally record a detailed statement
about their experience of the phenomenon un-
der study (Creswell & Poth, 2016; Mihas, 2023).
2.2. Context and Participants
The present inquiry was carried out in the Ira-
nian context during 2023. Iranian translation
programs, which train prospective translators
and interpreters, have witnessed rapid growth
over the past decades. Many universities across
the country offer English-Persian translation
programs at the Bachelor of Arts level, which
necessitates the employment of well-educated
trainers. These programs and the employment
process of trainers are guided and supervised
by the Ministry of Science Research and Tech-
nology. The undergraduate English-Persian
translation courses are taught by both faculty
members and adjunct lecturers. The faculty
members usually hold a Doctor of Philosophy
(Ph.D.) degree, but adjunct lecturers may have
a Master of Arts (M.A.) or a Ph.D. degree. The
eligibility of M.A. holders or Ph.D. students
to teach at the university level depends on the
policies of each university.
Translation teaching is offered as an individu-
al but mandatory course in Ph.D. programs in
translation studies in Iran. The M.A. program
has a course on translation evaluation and
assessment. Therefore, M.A. and Ph.D. stu-
dents are required to take courses on transla-
tion teaching, and translation assessment and
evaluation. The programs, however, lack any
practicums and are basically theoretical and
textbook based. Therefore, students only ac-
quire theoretical knowledge and learn various
models of teaching translation at the universi-
ty level. For example, these programs lack spe-
cialized courses to prepare prospective teachers
to teach legal translation or interpreting.
Professional Identity Construction of Novice
Translator Trainers in Iran: An Ecological Study35Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
As a case study, this inquiry’s sample includ-
ed five English-Persian translator trainers, who
had been teaching translation for less than five
years. Therefore, they are considered newly
hired or early career teachers1 (Räsänen et al.,
2020; Van den Borre et al., 2021). The partic-
ipants were three women and two men, who
were chosen based on convenience sampling.
They teach both translation-relevant and gen-
eral English courses at universities across Iran.
They were between the ages of 26 to 36 in 2023
and they were in their first five years of teach-
ing (i.e., early career trainers). With regard to
the educational background of the teachers,
two already had obtained a Ph.D. in transla-
tion studies, two were Ph.D. students of trans-
lation, and one only had an M.A. in translation
studies. Two were faculty members and three
were working as adjunct lecturers (Table 1). It
is important to note that narrative studies typ-
ically focus on a single case or a small group
of participants (Creswell & Poth, 2016). Thus,
the small sample size of this study is justified
by the research design used.
2.3. Data Collection and Analysis
We used social networks, such as Telegram and
Instagram, to recruit ten translator trainers for
1 Experience-based descriptors, such as ‘novice’ or
‘early career’, should not be interpreted as nega-
tive evaluations. Instead, they should be treated
as reflections of experiences that translation tea-
chers hold. These teachers are still relatively new
to the profession.
this study. However, only seven teachers agreed
to participate in the study. After initial talks
with them, we excluded two of them from the
study because they had more than five years of
experience. Given the complexity of capturing
teachers’ identity construction, two sources of
data were collected: personal narratives and
semi-structured interviews. We initially collect-
ed trainers’ personal narratives, which helped us
design the questions for the interviews.
Narratives have the potential to showcase
teachers’ experiences of teaching translation
at university and they produce “in-depth and
highly personal life-story data” (Hiver et al.,
2020, p. 2). Narratives and semi-structured
interviews are common research tools in the
existing literature for examining teacher iden-
tity because they effectively capture the mul-
tidimensional nature of teacher identity (Fan
& de Jong, 2019). The participants were asked
to send the narratives, either in written or oral
forms. Prompts were used to guide participants
in developing their narratives. They were asked
to write or orally describe in as much detail as
possible how they perceive themselves as trans-
lation teachers and identify what factors (chal-
lenges or opportunities) may contribute to this
perception (i.e., professional identity).
The semi-structured interview questions were
informed by the preliminary analysis of the nar-
ratives and the ecological systems theory layers.
Each interview lasted between 35 and 49 minutes
and was conducted in the participants’ moth-
er tongue (Persian). The interviews were done
Pseudonym Gender Educational
Background Teaching Position Teaching
Years
Interview
Length (in
minutes)
Ashkan Male Ph.D. holder Faculty Member 4.5 46
Bahar Female Ph.D. student Adjunct Lecturer 2 38
Aref Male M.A holder Adjunct Lecturer 4 40
Hanieh Female Ph.D. student Adjunct Lecturer 1 49
Farideh Female Ph.D. holder Faculty Member 5 35
Table 1. Participants’ Demographics
Translator Trainers in Iran: An Ecological Study35Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
As a case study, this inquiry’s sample includ-
ed five English-Persian translator trainers, who
had been teaching translation for less than five
years. Therefore, they are considered newly
hired or early career teachers1 (Räsänen et al.,
2020; Van den Borre et al., 2021). The partic-
ipants were three women and two men, who
were chosen based on convenience sampling.
They teach both translation-relevant and gen-
eral English courses at universities across Iran.
They were between the ages of 26 to 36 in 2023
and they were in their first five years of teach-
ing (i.e., early career trainers). With regard to
the educational background of the teachers,
two already had obtained a Ph.D. in transla-
tion studies, two were Ph.D. students of trans-
lation, and one only had an M.A. in translation
studies. Two were faculty members and three
were working as adjunct lecturers (Table 1). It
is important to note that narrative studies typ-
ically focus on a single case or a small group
of participants (Creswell & Poth, 2016). Thus,
the small sample size of this study is justified
by the research design used.
2.3. Data Collection and Analysis
We used social networks, such as Telegram and
Instagram, to recruit ten translator trainers for
1 Experience-based descriptors, such as ‘novice’ or
‘early career’, should not be interpreted as nega-
tive evaluations. Instead, they should be treated
as reflections of experiences that translation tea-
chers hold. These teachers are still relatively new
to the profession.
this study. However, only seven teachers agreed
to participate in the study. After initial talks
with them, we excluded two of them from the
study because they had more than five years of
experience. Given the complexity of capturing
teachers’ identity construction, two sources of
data were collected: personal narratives and
semi-structured interviews. We initially collect-
ed trainers’ personal narratives, which helped us
design the questions for the interviews.
Narratives have the potential to showcase
teachers’ experiences of teaching translation
at university and they produce “in-depth and
highly personal life-story data” (Hiver et al.,
2020, p. 2). Narratives and semi-structured
interviews are common research tools in the
existing literature for examining teacher iden-
tity because they effectively capture the mul-
tidimensional nature of teacher identity (Fan
& de Jong, 2019). The participants were asked
to send the narratives, either in written or oral
forms. Prompts were used to guide participants
in developing their narratives. They were asked
to write or orally describe in as much detail as
possible how they perceive themselves as trans-
lation teachers and identify what factors (chal-
lenges or opportunities) may contribute to this
perception (i.e., professional identity).
The semi-structured interview questions were
informed by the preliminary analysis of the nar-
ratives and the ecological systems theory layers.
Each interview lasted between 35 and 49 minutes
and was conducted in the participants’ moth-
er tongue (Persian). The interviews were done
Pseudonym Gender Educational
Background Teaching Position Teaching
Years
Interview
Length (in
minutes)
Ashkan Male Ph.D. holder Faculty Member 4.5 46
Bahar Female Ph.D. student Adjunct Lecturer 2 38
Aref Male M.A holder Adjunct Lecturer 4 40
Hanieh Female Ph.D. student Adjunct Lecturer 1 49
Farideh Female Ph.D. holder Faculty Member 5 35
Table 1. Participants’ Demographics
Saeed Ameri36La dimensión profesional en la docencia en traducción e interpretación
online due to the lack of access to participants
in person and we informed the participants
of the voluntary nature of their contribution.
The confidentiality and anonymity of their re-
sponses were assured before any stage of the
data collection. To analyze the data, we used
“thematic analysis” (Braun & Clarke, 2006),
which assists researchers in identifying pat-
terns of meanings, known as themes. It con-
sists of six steps: namely, data familiarization,
code generation, theme identification, theme
review, theme refinement and report genera-
tion (Braun & Clarke, 2006).
Thematic analysis of the interviews and narra-
tives was undertaken in maxqda2, a qualitative
software program. In doing so, the interviews
and oral narratives were transcribed automati-
cally but were checked to ensure content ac-
curacy. We relied on a recursive and iterative
process to read the transcripts, ensuring famil-
iarity with the whole data set and excluding
information that was irrelevant to the partic-
ipants’ identity development. The data analy-
sis was theory-driven since the transcripts were
analyzed in light of ecological systems theory
layers. For example, when a translator trainer
was referring to their classroom settings, it was
coded under the microsystem level. The tran-
scripts and narratives were carefully re-read to
identify words or phrases that suggested or at
least implied the key aspects of identity con-
struction and development, resulting in a set of
tentative codes. Clusters of seemingly relevant
codes were initially created and the conceptual
glue that connects them together was named ac-
cording to the ecological systems theory (Mihas,
2023). By reviewing and refining the codes—
containing topics—and themes multiple times,
all core themes within the data were extracted.
2.4. Research Rigor and Researcher’s Position
Although this study does not aim for general-
izability of findings considering the qualitative
2 The researcher chose this software over others
because he was familiar with it.
nature of the study, four components of quality
criteria for qualitative approaches were consid-
ered: credibility, transferability, dependability,
and confirmability (Korstjens & Moser, 2018;
Lincoln & Guba, 1985). To meet the credibil-
ity (internal validity) criterion, we collected
data from multiple sources: narratives and in-
terviews. It is also called data triangulation,
which is a methodological approach to in-
creasing the validity and reliability of results
by using different sources of data (Saldanha &
O’Brien, 2013).
As to transferability, a detailed description of
the participants and their context was offered
for an accurate interpretation of the data by
outsiders. In addition to detailing the research
steps from the beginning to the end of the in-
vestigation, the researcher’s role and position
were documented to meet dependability and
confirmability criteria. To ensure that inter-
pretations are grounded in and driven by the
data, verbatim quotations from interviews and
narratives were used to highlight the interpre-
tations of the findings.
Qualitative researchers need to clarify their po-
sition in relation to the data and the conclusions
they draw because their role can impact the re-
search process and findings (Holmes, 2020). As
an Iranian translator trainer, language teacher,
and practitioner of translation, interpreting and
subtitling, I have a multifaceted perspective on
the process of teacher identity formation, which
facilitated a deeper understanding of the teach-
ers’ viewpoints.
However, my teaching experience and profes-
sional translation experience can shape my
critical perspectives in analyzing the identity
construction of novice trainers. Nevertheless, I
maintained a balance between insider and out-
sider perspectives to ensure that participants’
views were accurately and authentically reflect-
ed. Additionally, I had no close professional
relationships with the participants, minimizing
potential biases.
online due to the lack of access to participants
in person and we informed the participants
of the voluntary nature of their contribution.
The confidentiality and anonymity of their re-
sponses were assured before any stage of the
data collection. To analyze the data, we used
“thematic analysis” (Braun & Clarke, 2006),
which assists researchers in identifying pat-
terns of meanings, known as themes. It con-
sists of six steps: namely, data familiarization,
code generation, theme identification, theme
review, theme refinement and report genera-
tion (Braun & Clarke, 2006).
Thematic analysis of the interviews and narra-
tives was undertaken in maxqda2, a qualitative
software program. In doing so, the interviews
and oral narratives were transcribed automati-
cally but were checked to ensure content ac-
curacy. We relied on a recursive and iterative
process to read the transcripts, ensuring famil-
iarity with the whole data set and excluding
information that was irrelevant to the partic-
ipants’ identity development. The data analy-
sis was theory-driven since the transcripts were
analyzed in light of ecological systems theory
layers. For example, when a translator trainer
was referring to their classroom settings, it was
coded under the microsystem level. The tran-
scripts and narratives were carefully re-read to
identify words or phrases that suggested or at
least implied the key aspects of identity con-
struction and development, resulting in a set of
tentative codes. Clusters of seemingly relevant
codes were initially created and the conceptual
glue that connects them together was named ac-
cording to the ecological systems theory (Mihas,
2023). By reviewing and refining the codes—
containing topics—and themes multiple times,
all core themes within the data were extracted.
2.4. Research Rigor and Researcher’s Position
Although this study does not aim for general-
izability of findings considering the qualitative
2 The researcher chose this software over others
because he was familiar with it.
nature of the study, four components of quality
criteria for qualitative approaches were consid-
ered: credibility, transferability, dependability,
and confirmability (Korstjens & Moser, 2018;
Lincoln & Guba, 1985). To meet the credibil-
ity (internal validity) criterion, we collected
data from multiple sources: narratives and in-
terviews. It is also called data triangulation,
which is a methodological approach to in-
creasing the validity and reliability of results
by using different sources of data (Saldanha &
O’Brien, 2013).
As to transferability, a detailed description of
the participants and their context was offered
for an accurate interpretation of the data by
outsiders. In addition to detailing the research
steps from the beginning to the end of the in-
vestigation, the researcher’s role and position
were documented to meet dependability and
confirmability criteria. To ensure that inter-
pretations are grounded in and driven by the
data, verbatim quotations from interviews and
narratives were used to highlight the interpre-
tations of the findings.
Qualitative researchers need to clarify their po-
sition in relation to the data and the conclusions
they draw because their role can impact the re-
search process and findings (Holmes, 2020). As
an Iranian translator trainer, language teacher,
and practitioner of translation, interpreting and
subtitling, I have a multifaceted perspective on
the process of teacher identity formation, which
facilitated a deeper understanding of the teach-
ers’ viewpoints.
However, my teaching experience and profes-
sional translation experience can shape my
critical perspectives in analyzing the identity
construction of novice trainers. Nevertheless, I
maintained a balance between insider and out-
sider perspectives to ensure that participants’
views were accurately and authentically reflect-
ed. Additionally, I had no close professional
relationships with the participants, minimizing
potential biases.
Professional Identity Construction of Novice
Translator Trainers in Iran: An Ecological Study37Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
3. Results
Thematic analysis of the trainers’ interviews and
narratives revealed what factors contribute to
strengthening and undermining the identity con-
struction of novice translator trainers (Figure 1).
3.1. The Microsystem Level
The immediate environment in which trans-
lator trainers operate can include the depart-
ment and faculty, the peer community, as well
as students, all of which can shape their pro-
fessional identity. At the microsystem level,
four themes were identified which promote or
impede trainer identity construction. Students’
lofty or misaligned expectations were the root
of some problems for novice trainers, which
can question their professional teaching iden-
tity. One of the challenges that these trainers
face is establishing clear boundaries with their
students. Some trainers may attempt to foster
a friendly rapport with their students to ensure
positive feedback at the end of the semester.
However, this may result in blurred boundaries
of authority, and may encourage students to
make unreasonable demands or expectations.
Thus, the microsystem factors (the students’
expectations and the trainers’ desire to be liked
by their students) can affect the formation of
the translator trainer professional identity. For
instance, Bahar opines:
I can’t believe that some of my students want me
to bring easy materials to my interpreting class.
They say they don’t need to work hard to mas-
ter interpreting skills because they don’t plan to
become professional. How ridiculous is that?
Another microsystem factor that has under-
mined translator trainer identity is department
expectations. The lack of support at this level
could prevent novice trainers from reaching
their ideal goal or identity. When trainers are
assigned to teach irrelevant courses, for in-
stance, they can feel undervalued and insignif-
icant. The emotional impact of this experience
(anger) can be seen in the following quote in
which Hanieh implicitly calls herself an out-
lier. Hanieh had no option but to accept those
irrelevant courses as she needed to improve her
resume for future opportunities:
I thought I would get to choose the courses I
would teach when I joined the department.
But they assigned me courses that had noth-
ing to do with my area of expertise and past
Figure 1. Hierarchical Structure of Themes
Translator Trainers in Iran: An Ecological Study37Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
3. Results
Thematic analysis of the trainers’ interviews and
narratives revealed what factors contribute to
strengthening and undermining the identity con-
struction of novice translator trainers (Figure 1).
3.1. The Microsystem Level
The immediate environment in which trans-
lator trainers operate can include the depart-
ment and faculty, the peer community, as well
as students, all of which can shape their pro-
fessional identity. At the microsystem level,
four themes were identified which promote or
impede trainer identity construction. Students’
lofty or misaligned expectations were the root
of some problems for novice trainers, which
can question their professional teaching iden-
tity. One of the challenges that these trainers
face is establishing clear boundaries with their
students. Some trainers may attempt to foster
a friendly rapport with their students to ensure
positive feedback at the end of the semester.
However, this may result in blurred boundaries
of authority, and may encourage students to
make unreasonable demands or expectations.
Thus, the microsystem factors (the students’
expectations and the trainers’ desire to be liked
by their students) can affect the formation of
the translator trainer professional identity. For
instance, Bahar opines:
I can’t believe that some of my students want me
to bring easy materials to my interpreting class.
They say they don’t need to work hard to mas-
ter interpreting skills because they don’t plan to
become professional. How ridiculous is that?
Another microsystem factor that has under-
mined translator trainer identity is department
expectations. The lack of support at this level
could prevent novice trainers from reaching
their ideal goal or identity. When trainers are
assigned to teach irrelevant courses, for in-
stance, they can feel undervalued and insignif-
icant. The emotional impact of this experience
(anger) can be seen in the following quote in
which Hanieh implicitly calls herself an out-
lier. Hanieh had no option but to accept those
irrelevant courses as she needed to improve her
resume for future opportunities:
I thought I would get to choose the courses I
would teach when I joined the department.
But they assigned me courses that had noth-
ing to do with my area of expertise and past
Figure 1. Hierarchical Structure of Themes
Saeed Ameri38La dimensión profesional en la docencia en traducción e interpretación
experience. I don’t even know how to read
such texts [Islamic materials], let alone teach
them to students.
This is where a misalignment arises between her
personal beliefs and identity as a teacher, who
prioritizes self-expression, and the expectations
placed upon her. In contrast, support from the
education system also helps teachers construct
their professional identity more effectively and
easily. This is a positive experience and an essen-
tial factor for early career trainers or new teachers
at a new university. Ashkan mentions that:
I feel lucky to have a job at the University of
[…] where the faculty members were very
supportive when I moved to this new city
and university. They gave me courses that
matched my interests and expertise. I appre-
ciate that they respect my skills and abilities.
Support can also come from peers. Profession-
al development can be supported by creating
connections and learning opportunities with
experienced trainers in the teaching communi-
ty. Novice teachers can gain valuable insights
and advice from others to sharpen their skills,
acquire new knowledge, and adapt more effec-
tively to the new teaching environment. For
example, Farideh says:
I had the experience of teaching transla-
tion-relevant courses at other universities and
my evaluation was quite high. Here, my peers
advised me to keep an eye on my evaluations
and do my best to maintain them as high as
possible. They said this would help me get
awards like Best Teacher of the Year.
Farideh’s example is a great case of how
learning from colleagues’ experiences can be
of benefit to novice translator trainers. By re-
flecting on these pieces of advice and shared
experiences, novice trainers can enhance their
understanding of the principles and practices
of successful translator training.
The (warm) workplace environment is anoth-
er good example of a microsystem. Ashkan’s
positive workplace environment, as described
in the following quote, probably supports his
professional development. For example, sup-
portive colleagues can provide guidance and
feedback and help him to develop new skills
for learning and growth:
I feel lucky to have a job at the University of
[…] where the faculty members were very
supportive when I moved to this new city and
university. […] I appreciate that they respect
my skills and abilities.
Therefore, a positive workplace setting is of
paramount importance for novice teachers who
are still enhancing their understanding of the
teaching profession and its complexities. Con-
sequently, they feel more confident in the class-
room and think of themselves as successful and
effective teachers of translation.
3.2. The Mesosystem Level
At the mesosystemic level, multiple microsystems
come to interact with each other. Such intercon-
nections can shape the individual’s development
and identity. Juggling multiple professional iden-
tities (teaching, researching, translating, admin-
istrating) has become a concern for participants,
especially faculty members. It becomes a concern
when the trainer fails to find a balance between
these. Farideh elaborates on this:
I had many problems with my work-life bal-
ance when I started my university career. I had
to teach several (new) courses; pursue tenure
by publishing many papers; and serve as the
deputy of the department head. In this role,
I had to answer students’ queries, in addition
to fulfilling my parental responsibilities.
Another mesosystemic factor is the interac-
tion of two microsystems of teacher–student
relationship and teacher–teacher relationship,
which separately or collectively influence
teacher professional development and identi-
ty. Aref ’s narrative is an excellent example of
how the mesosystem can shape a translator
trainer’s identity positively or negatively. One
experience. I don’t even know how to read
such texts [Islamic materials], let alone teach
them to students.
This is where a misalignment arises between her
personal beliefs and identity as a teacher, who
prioritizes self-expression, and the expectations
placed upon her. In contrast, support from the
education system also helps teachers construct
their professional identity more effectively and
easily. This is a positive experience and an essen-
tial factor for early career trainers or new teachers
at a new university. Ashkan mentions that:
I feel lucky to have a job at the University of
[…] where the faculty members were very
supportive when I moved to this new city
and university. They gave me courses that
matched my interests and expertise. I appre-
ciate that they respect my skills and abilities.
Support can also come from peers. Profession-
al development can be supported by creating
connections and learning opportunities with
experienced trainers in the teaching communi-
ty. Novice teachers can gain valuable insights
and advice from others to sharpen their skills,
acquire new knowledge, and adapt more effec-
tively to the new teaching environment. For
example, Farideh says:
I had the experience of teaching transla-
tion-relevant courses at other universities and
my evaluation was quite high. Here, my peers
advised me to keep an eye on my evaluations
and do my best to maintain them as high as
possible. They said this would help me get
awards like Best Teacher of the Year.
Farideh’s example is a great case of how
learning from colleagues’ experiences can be
of benefit to novice translator trainers. By re-
flecting on these pieces of advice and shared
experiences, novice trainers can enhance their
understanding of the principles and practices
of successful translator training.
The (warm) workplace environment is anoth-
er good example of a microsystem. Ashkan’s
positive workplace environment, as described
in the following quote, probably supports his
professional development. For example, sup-
portive colleagues can provide guidance and
feedback and help him to develop new skills
for learning and growth:
I feel lucky to have a job at the University of
[…] where the faculty members were very
supportive when I moved to this new city and
university. […] I appreciate that they respect
my skills and abilities.
Therefore, a positive workplace setting is of
paramount importance for novice teachers who
are still enhancing their understanding of the
teaching profession and its complexities. Con-
sequently, they feel more confident in the class-
room and think of themselves as successful and
effective teachers of translation.
3.2. The Mesosystem Level
At the mesosystemic level, multiple microsystems
come to interact with each other. Such intercon-
nections can shape the individual’s development
and identity. Juggling multiple professional iden-
tities (teaching, researching, translating, admin-
istrating) has become a concern for participants,
especially faculty members. It becomes a concern
when the trainer fails to find a balance between
these. Farideh elaborates on this:
I had many problems with my work-life bal-
ance when I started my university career. I had
to teach several (new) courses; pursue tenure
by publishing many papers; and serve as the
deputy of the department head. In this role,
I had to answer students’ queries, in addition
to fulfilling my parental responsibilities.
Another mesosystemic factor is the interac-
tion of two microsystems of teacher–student
relationship and teacher–teacher relationship,
which separately or collectively influence
teacher professional development and identi-
ty. Aref ’s narrative is an excellent example of
how the mesosystem can shape a translator
trainer’s identity positively or negatively. One
Professional Identity Construction of Novice
Translator Trainers in Iran: An Ecological Study39Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
microsystem (in this case, his strong relation-
ships with students) has negatively contributed
to his relationship with other teachers. In fact,
Aref ’s successful relationship with his students
is the result of a friendly relationship with them
and of his ability to integrate his professional
translating experience with his teaching phi-
losophy. In contrast, Aref ’s colleagues inter-
preted his teaching style as an indicator that he
is giving students good grades to obtain good
evaluations, which can lead to a feeling that his
colleagues do not understand or appreciate his
teaching style:
You know, I’m the only practicing transla-
tor in the department and this helps me a lot
in my teaching. My students love it when I
share my professional experience with them
in working with international translation
agencies and clients. That’s why I always get
high evaluations from them. But some of my
colleagues think that I just give them good
grades to get high ratings. Very unfair!
Despite this, Aref ’s sense of belonging to his
classroom can create a more supportive and
nurturing microsystem for his development in
the educational system. As a result, he will be
more motivated and engaged in his academic
work. Aref ’s above quote can also be anoth-
er form of mesosystemic level as he incorpo-
rates ideas from his professional work into his
teaching practices, portraying the intercon-
nectedness of two microsystems, i.e., his past
experience and his classroom.
3.3. The Exosystem Level
Curriculum requirements or educational pol-
icies occur outside the translator trainer’s mi-
crosystem, and they can influence the translator
trainer’s identity construction and their ability
to fulfill their role requirements. Aref mentions
the problem with assessing students in transla-
tion-relevant courses in a new university where
he started to teach. He argues that the incorpo-
ration of cat tools and internet access during
translation exams should be encouraged, which
portrays how professional translators translate
in reality. However, this is incompatible with the
evaluation policies of the given university that
ban any electronic devices and internet access
for educational purposes. He states:
At first, I had problems with the translation
workshops’ final exams. The university had
a strict policy of no electronic devices during
the exam for all majors, while other universi-
ties I work with don’t have such a rule. How-
ever, I was able to arrange the exam at a time
when other majors did not have any exams
and I explained to the university managers
that translation exams were different.
In this example, the translator trainer is fac-
ing a conflict between the curriculum require-
ments or educational policies and their own
beliefs about how students should be assessed
in translation-relevant courses. He believes that
students should have access to cat tools and the
internet during their final exams as this reflects
the realistic and actual conditions under which
professional translators work. Nevertheless, ed-
ucational policies do not permit that. This con-
flict may make it difficult for translator trainers
to prepare students for their final exams as they
have practiced using these cat tools throughout
the course. Now, they should translate with no
access to proper devices and tools even though
the teacher was quite successful in convincing
the university officials. The notable aspect here
is Aref ’s agency in resolving this tension.
Sometimes job demands with incompatible
payments hinder the professional identity con-
struction of translator trainers. Ashkan—who
is a faculty member—shares his job demands
and requirements for working 40 hours per
week. But he says it is only a number on the
paper as his job far exceeds this:
I’m paid for working 40 hours per week at
my faculty. Sounds reasonable, yeah? But I
also have to publish papers, which is part of
my job. So, I end up working twice as much
as I get paid for because research takes more
Translator Trainers in Iran: An Ecological Study39Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
microsystem (in this case, his strong relation-
ships with students) has negatively contributed
to his relationship with other teachers. In fact,
Aref ’s successful relationship with his students
is the result of a friendly relationship with them
and of his ability to integrate his professional
translating experience with his teaching phi-
losophy. In contrast, Aref ’s colleagues inter-
preted his teaching style as an indicator that he
is giving students good grades to obtain good
evaluations, which can lead to a feeling that his
colleagues do not understand or appreciate his
teaching style:
You know, I’m the only practicing transla-
tor in the department and this helps me a lot
in my teaching. My students love it when I
share my professional experience with them
in working with international translation
agencies and clients. That’s why I always get
high evaluations from them. But some of my
colleagues think that I just give them good
grades to get high ratings. Very unfair!
Despite this, Aref ’s sense of belonging to his
classroom can create a more supportive and
nurturing microsystem for his development in
the educational system. As a result, he will be
more motivated and engaged in his academic
work. Aref ’s above quote can also be anoth-
er form of mesosystemic level as he incorpo-
rates ideas from his professional work into his
teaching practices, portraying the intercon-
nectedness of two microsystems, i.e., his past
experience and his classroom.
3.3. The Exosystem Level
Curriculum requirements or educational pol-
icies occur outside the translator trainer’s mi-
crosystem, and they can influence the translator
trainer’s identity construction and their ability
to fulfill their role requirements. Aref mentions
the problem with assessing students in transla-
tion-relevant courses in a new university where
he started to teach. He argues that the incorpo-
ration of cat tools and internet access during
translation exams should be encouraged, which
portrays how professional translators translate
in reality. However, this is incompatible with the
evaluation policies of the given university that
ban any electronic devices and internet access
for educational purposes. He states:
At first, I had problems with the translation
workshops’ final exams. The university had
a strict policy of no electronic devices during
the exam for all majors, while other universi-
ties I work with don’t have such a rule. How-
ever, I was able to arrange the exam at a time
when other majors did not have any exams
and I explained to the university managers
that translation exams were different.
In this example, the translator trainer is fac-
ing a conflict between the curriculum require-
ments or educational policies and their own
beliefs about how students should be assessed
in translation-relevant courses. He believes that
students should have access to cat tools and the
internet during their final exams as this reflects
the realistic and actual conditions under which
professional translators work. Nevertheless, ed-
ucational policies do not permit that. This con-
flict may make it difficult for translator trainers
to prepare students for their final exams as they
have practiced using these cat tools throughout
the course. Now, they should translate with no
access to proper devices and tools even though
the teacher was quite successful in convincing
the university officials. The notable aspect here
is Aref ’s agency in resolving this tension.
Sometimes job demands with incompatible
payments hinder the professional identity con-
struction of translator trainers. Ashkan—who
is a faculty member—shares his job demands
and requirements for working 40 hours per
week. But he says it is only a number on the
paper as his job far exceeds this:
I’m paid for working 40 hours per week at
my faculty. Sounds reasonable, yeah? But I
also have to publish papers, which is part of
my job. So, I end up working twice as much
as I get paid for because research takes more
Saeed Ameri40La dimensión profesional en la docencia en traducción e interpretación
time, I even work till the next morning to sub-
mit research work. My salary doesn’t match
my effort.
The limited budget of the university can also af-
fect this situation, as countries with strong econ-
omies can pay their university professors more.
When teachers are not paid on time or with a
decent salary, they may lose their sense of profes-
sionalism in the system. It seems that the Iranian
university’s limited budget has negatively impact-
ed the teachers’ self-perception. For example,
both Hanieh and Bahar expressed dissatisfaction
with their university career due to the low and
delayed payment for their teaching services:
How can I take care of my family life with
this amount of payment? I cannot even buy a
new phone! I wish I had migrated years ago.
[…] I’ am still waiting for the payment of the
previous semester.
3.4. The Macrosystem Level
As noted, the macrosystem explains how the
broader cultural, ideological and social context
can (re)shape the beliefs of an individual. The
Iranian sociopolitical particularities can shape
a translator trainer’s behavior and self-percep-
tion. In societies where translation holds signifi-
cant importance, it can help trainers assert their
professional identity. The following quote from
Farideh is particularly interesting as it demon-
strates how she feels about the importance of
translation and the pivotal role she plays in
training the next generation of translators:
When I step into the literary translation class-
room, I see the eager faces of my students
and I tell them, you have the potential to be
the next Najaf Daryabandari [a renowned
Iranian literary translator]. It makes me feel
proud and happy, as if I’m not a teacher, but
a leader who brightens the path for the future
generation of well-known translators.
A macrosystem factor that can negatively influ-
ence the identity of translator trainers is social
expectations. The following quote highlights
the influence of social expectations on transla-
tor trainers, who must go beyond their expertise.
Thus, they face challenges in maintaining their
professional boundaries. This is probably due
to the lack of public awareness about transla-
tion or misconceptions about the translation
profession. Aref shares his views:
Some professors from other majors think I
can translate all text types. Once, I was asked
to proofread the English version of a Persian
novel about defense literature, which was not
my area of expertise. I only translate non-liter-
ary texts; besides I don’t typically accept proj-
ects from Iranian clients [Aref translates texts
for international clients and agencies].
The Iranian educational system, where learn-
ing is often understood as a classroom-only
and teacher-oriented activity, is indicative of a
broader socio-cultural context contributing to
the trainer’s professional identity. The follow-
ing quote from Ashkan illustrates a fundamen-
tal tension between their personal teaching
philosophy, which emphasizes self-directed
learning and lifelong education, and the pre-
vailing cultural norms that perceive learning as
a teacher-led or classroom-bound process. This
can create a conflict and clash in their identity,
as they try to balance their role as a learning
facilitator with the conventional expectations
of the teacher’s role:
You know, learning is a journey with no des-
tination; you can’t turn into a professional
translator by passing a couple of courses. Of
course, they help you get started, but you need
to practice a lot outside the classroom. You
must read a lot. That’s the only way to become
a pro in this profession. But our students ex-
pect the teacher to teach them everything and
they think that’s enough for their learning!
3.5. The Chronosystem Level
The chronosystem shifts can offer both oppor-
tunities and challenges. The rise of artificial
intelligence (ai) is a major chronosystem shift
which can impact translator training programs,
time, I even work till the next morning to sub-
mit research work. My salary doesn’t match
my effort.
The limited budget of the university can also af-
fect this situation, as countries with strong econ-
omies can pay their university professors more.
When teachers are not paid on time or with a
decent salary, they may lose their sense of profes-
sionalism in the system. It seems that the Iranian
university’s limited budget has negatively impact-
ed the teachers’ self-perception. For example,
both Hanieh and Bahar expressed dissatisfaction
with their university career due to the low and
delayed payment for their teaching services:
How can I take care of my family life with
this amount of payment? I cannot even buy a
new phone! I wish I had migrated years ago.
[…] I’ am still waiting for the payment of the
previous semester.
3.4. The Macrosystem Level
As noted, the macrosystem explains how the
broader cultural, ideological and social context
can (re)shape the beliefs of an individual. The
Iranian sociopolitical particularities can shape
a translator trainer’s behavior and self-percep-
tion. In societies where translation holds signifi-
cant importance, it can help trainers assert their
professional identity. The following quote from
Farideh is particularly interesting as it demon-
strates how she feels about the importance of
translation and the pivotal role she plays in
training the next generation of translators:
When I step into the literary translation class-
room, I see the eager faces of my students
and I tell them, you have the potential to be
the next Najaf Daryabandari [a renowned
Iranian literary translator]. It makes me feel
proud and happy, as if I’m not a teacher, but
a leader who brightens the path for the future
generation of well-known translators.
A macrosystem factor that can negatively influ-
ence the identity of translator trainers is social
expectations. The following quote highlights
the influence of social expectations on transla-
tor trainers, who must go beyond their expertise.
Thus, they face challenges in maintaining their
professional boundaries. This is probably due
to the lack of public awareness about transla-
tion or misconceptions about the translation
profession. Aref shares his views:
Some professors from other majors think I
can translate all text types. Once, I was asked
to proofread the English version of a Persian
novel about defense literature, which was not
my area of expertise. I only translate non-liter-
ary texts; besides I don’t typically accept proj-
ects from Iranian clients [Aref translates texts
for international clients and agencies].
The Iranian educational system, where learn-
ing is often understood as a classroom-only
and teacher-oriented activity, is indicative of a
broader socio-cultural context contributing to
the trainer’s professional identity. The follow-
ing quote from Ashkan illustrates a fundamen-
tal tension between their personal teaching
philosophy, which emphasizes self-directed
learning and lifelong education, and the pre-
vailing cultural norms that perceive learning as
a teacher-led or classroom-bound process. This
can create a conflict and clash in their identity,
as they try to balance their role as a learning
facilitator with the conventional expectations
of the teacher’s role:
You know, learning is a journey with no des-
tination; you can’t turn into a professional
translator by passing a couple of courses. Of
course, they help you get started, but you need
to practice a lot outside the classroom. You
must read a lot. That’s the only way to become
a pro in this profession. But our students ex-
pect the teacher to teach them everything and
they think that’s enough for their learning!
3.5. The Chronosystem Level
The chronosystem shifts can offer both oppor-
tunities and challenges. The rise of artificial
intelligence (ai) is a major chronosystem shift
which can impact translator training programs,
Professional Identity Construction of Novice
Translator Trainers in Iran: An Ecological Study41Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
causing concerns among some translator train-
ers regarding its potential impact on their ca-
reers. Bahar says:
What if ai becomes so good that translators
are no longer needed? Who should we train?
How can I secure my career? It is very fright-
ening in our field.
A different teacher expressed the same concern
from a different angle. Hanieh contends that
translation teachers should equip their students
with the necessary skills to become lifelong
learners who can adapt to the ever-changing
landscape of translation. She further states that
her future role would be that of a proofreader
and editor trainer rather than a translator trainer.
You know, sometimes you see in research pa-
pers that they call translators post-editors or
stuff like that. I think it makes a lot of sense
now with the introduction of Chatgpt . Trans-
lators may not be needed, but proofreaders or
content checkers will definitely be needed.
My guess is that our courses will mainly fo-
cus on post-editing and proofreading differ-
ent materials in the future.
Thus, a change of identity is envisioned here,
as mentioned before, professional identity is a
complex construct that continually changes.
4. Discussion
This study examined how Iranian novice trans-
lator trainers perceive who they are as transla-
tion educators and construct their professional
identities using the ecological systems theory.
The thematic analysis of the data indicated that
an array of contextual and social factors con-
tributes to professional identity construction
and development of trainers in positive or neg-
ative ways. This overall finding aligns with the
present scholarship on the topic (Beijaard et al.,
2023; Edwards & Burns, 2016). In fact, train-
ers’ identity construction was affected by the
five interrelated levels of the ecological systems
theory. This makes total sense because when
teachers (re)form their professional identities,
they constantly encounter not just their personal
expectations, beliefs, and requirements but also
new expectations, values and demands within
the environment, which negotiate their identity
(Ruohotie-Lyhty & Moate, 2016). It goes with-
out saying that teachers of translation should be
aware of these challenges and adapt their teach-
ing philosophy and professional development
accordingly (Wu et al., 2021).
At the microsystem level, the results revealed
that trainers’ professional development and
identity are influenced by factors such as stu-
dents’ lofty or misaligned expectations, depart-
ment expectations, recognition and support,
and workplace environment. When novice
trainers receive constructive support from their
peers, they feel more confident, motivated and
effective in their career, ultimately contributing
to a more positive and fulfilling experience for
novice trainers in the field (van Lankveld et al.,
2017). Furthermore, the complex interplay of
multiple microsystems surrounding transla-
tion teaching shaped the professional identity
of the trainers at the mesosystem level. More
specifically, it was revealed that juggling mul-
tiple professional identities has become a con-
cern for trainers. A similar issue was observed
in the study of Chen and Huang (2022), who
highlighted overlapping role identities among
translator trainers in China.
The only difference is that our participants neg-
atively perceived multiple identities, while Chen
and Huang (2022) found this combination can
be at times positive, yielding new research ideas
and initiatives for trainers. It is noteworthy that
mesosystems that foster positive development
are created from strong and supportive interac-
tions among different microsystems in an indi-
vidual’s life (Bouchard & Smith, 2017).
The results also highlighted the influence of the
exosystem, as evidenced by the negative impact
of the university’s limited budget or curriculum
requirements on the self-perception of translator
Translator Trainers in Iran: An Ecological Study41Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
causing concerns among some translator train-
ers regarding its potential impact on their ca-
reers. Bahar says:
What if ai becomes so good that translators
are no longer needed? Who should we train?
How can I secure my career? It is very fright-
ening in our field.
A different teacher expressed the same concern
from a different angle. Hanieh contends that
translation teachers should equip their students
with the necessary skills to become lifelong
learners who can adapt to the ever-changing
landscape of translation. She further states that
her future role would be that of a proofreader
and editor trainer rather than a translator trainer.
You know, sometimes you see in research pa-
pers that they call translators post-editors or
stuff like that. I think it makes a lot of sense
now with the introduction of Chatgpt . Trans-
lators may not be needed, but proofreaders or
content checkers will definitely be needed.
My guess is that our courses will mainly fo-
cus on post-editing and proofreading differ-
ent materials in the future.
Thus, a change of identity is envisioned here,
as mentioned before, professional identity is a
complex construct that continually changes.
4. Discussion
This study examined how Iranian novice trans-
lator trainers perceive who they are as transla-
tion educators and construct their professional
identities using the ecological systems theory.
The thematic analysis of the data indicated that
an array of contextual and social factors con-
tributes to professional identity construction
and development of trainers in positive or neg-
ative ways. This overall finding aligns with the
present scholarship on the topic (Beijaard et al.,
2023; Edwards & Burns, 2016). In fact, train-
ers’ identity construction was affected by the
five interrelated levels of the ecological systems
theory. This makes total sense because when
teachers (re)form their professional identities,
they constantly encounter not just their personal
expectations, beliefs, and requirements but also
new expectations, values and demands within
the environment, which negotiate their identity
(Ruohotie-Lyhty & Moate, 2016). It goes with-
out saying that teachers of translation should be
aware of these challenges and adapt their teach-
ing philosophy and professional development
accordingly (Wu et al., 2021).
At the microsystem level, the results revealed
that trainers’ professional development and
identity are influenced by factors such as stu-
dents’ lofty or misaligned expectations, depart-
ment expectations, recognition and support,
and workplace environment. When novice
trainers receive constructive support from their
peers, they feel more confident, motivated and
effective in their career, ultimately contributing
to a more positive and fulfilling experience for
novice trainers in the field (van Lankveld et al.,
2017). Furthermore, the complex interplay of
multiple microsystems surrounding transla-
tion teaching shaped the professional identity
of the trainers at the mesosystem level. More
specifically, it was revealed that juggling mul-
tiple professional identities has become a con-
cern for trainers. A similar issue was observed
in the study of Chen and Huang (2022), who
highlighted overlapping role identities among
translator trainers in China.
The only difference is that our participants neg-
atively perceived multiple identities, while Chen
and Huang (2022) found this combination can
be at times positive, yielding new research ideas
and initiatives for trainers. It is noteworthy that
mesosystems that foster positive development
are created from strong and supportive interac-
tions among different microsystems in an indi-
vidual’s life (Bouchard & Smith, 2017).
The results also highlighted the influence of the
exosystem, as evidenced by the negative impact
of the university’s limited budget or curriculum
requirements on the self-perception of translator
Saeed Ameri42La dimensión profesional en la docencia en traducción e interpretación
trainers. It was found that the teachers faced
economic challenges due to the university’s lim-
ited budget, which contradicted their high work-
loads, suggesting how it can shape the attitudes
and perspectives of teachers. This may result in
stress and anxiety, indicating that the emotional
well-being of teachers is closely related to their
professional identities. This issue has been evi-
denced by numerous studies, where identity was
associated with teachers’ emotional experiences
(Nazari & Karimpour, 2022; Wu et al., 2021).
Regarding the macrosystem level, the find-
ings revealed that the Iranian sociocultural
particularities influenced translator trainers’
self-perception. For example, the high value
and prestige placed on literary translation in
Iran (Haddadian-Moghaddam, 2014) can help
trainers of literary translation assert their pro-
fessional identity in their classrooms. In oth-
er words, trainers can feel a sense of pride in
training the next generation of translators, who
might become renowned figures in translation
in the years to come; such trainers consider
themselves important people in the education-
al system, which supports the development of
a strong professional identity among them.
However, some trainers faced challenges in
maintaining professional boundaries in their
university teaching contexts.
In some cultures, there is a misconception that
translators should be able to translate any type
of text perfectly (Bowker, 2023), which may lead
to unrealistic expectations from translation train-
ers at the university. As a result, trainers may feel
pressure to follow these expectations, even at the
cost of their own professional integrity. To pre-
serve the integrity of their role as translator train-
ers, they should assert their professional identity
more clearly in their workplace. The Iranian ed-
ucational system and learning culture, which is
mainly classroom-oriented and teacher-centered
(Vaezi et al., 2019), was another factor that teach-
ers mentioned. Trainers who encourage self-di-
rected learning and lifelong education may find
this against their teaching philosophy. This is also
consistent with the Iranian translator training
culture, where Parvaresh et al. (2019) identified
the resistance of translation students as a barrier
to the implementation of learner-centered ap-
proaches in translation education. Teachers’ con-
flicts, however, can be at times constructive since
tensions could motivate teachers to exercise their
agency and seek effective solutions to deal with
the tensions or alleviate these dilemmas (Robert-
son & Yazan, 2022).
In the context of translation education, the
rise of ai is an important chronosystemic
shift. In fact, ai technology, particularly neu-
ral machine translation, has significantly im-
pacted the translation field by creating more
accurate and fluent translations (Calvo-Ferrer,
2023, pp. 1-2). This has led to increased auto-
mation of the translation process, which has
implications for the role of human translators.
Therefore, translator trainers are dealing with
situations that can challenge their professional
future and identity.
Although ais raise concerns about job displace-
ment in the translation profession, it definitely
necessitates the re-assessment of instructional
philosophies and strategies in translator train-
ing programs (Kenny, 2019). As indicated by
a teacher, translator trainers should adapt to
these changes, showcasing an evolution of pro-
fessional identity in response to technological
advancements. In fact, machine translation and
ai literacy are now considered vital, and edu-
cating trainees about ai technologies, includ-
ing machine translation, can empower them
“to bring their expertise to the table when lan-
guage-related technologies are developed and
implemented” (Ehrensberger-Dow et al., 2023,
p. 407). Therefore, flexibility and continuous ac-
quisition of new competencies are essential to
come to terms with these changes. However, as
Sánchez-Castany (2023) points out, translation
modules have limited integration of translation
technology, with sporadic references to cat
tools, terminology, project management and, to
a lesser degree, machine translation.
trainers. It was found that the teachers faced
economic challenges due to the university’s lim-
ited budget, which contradicted their high work-
loads, suggesting how it can shape the attitudes
and perspectives of teachers. This may result in
stress and anxiety, indicating that the emotional
well-being of teachers is closely related to their
professional identities. This issue has been evi-
denced by numerous studies, where identity was
associated with teachers’ emotional experiences
(Nazari & Karimpour, 2022; Wu et al., 2021).
Regarding the macrosystem level, the find-
ings revealed that the Iranian sociocultural
particularities influenced translator trainers’
self-perception. For example, the high value
and prestige placed on literary translation in
Iran (Haddadian-Moghaddam, 2014) can help
trainers of literary translation assert their pro-
fessional identity in their classrooms. In oth-
er words, trainers can feel a sense of pride in
training the next generation of translators, who
might become renowned figures in translation
in the years to come; such trainers consider
themselves important people in the education-
al system, which supports the development of
a strong professional identity among them.
However, some trainers faced challenges in
maintaining professional boundaries in their
university teaching contexts.
In some cultures, there is a misconception that
translators should be able to translate any type
of text perfectly (Bowker, 2023), which may lead
to unrealistic expectations from translation train-
ers at the university. As a result, trainers may feel
pressure to follow these expectations, even at the
cost of their own professional integrity. To pre-
serve the integrity of their role as translator train-
ers, they should assert their professional identity
more clearly in their workplace. The Iranian ed-
ucational system and learning culture, which is
mainly classroom-oriented and teacher-centered
(Vaezi et al., 2019), was another factor that teach-
ers mentioned. Trainers who encourage self-di-
rected learning and lifelong education may find
this against their teaching philosophy. This is also
consistent with the Iranian translator training
culture, where Parvaresh et al. (2019) identified
the resistance of translation students as a barrier
to the implementation of learner-centered ap-
proaches in translation education. Teachers’ con-
flicts, however, can be at times constructive since
tensions could motivate teachers to exercise their
agency and seek effective solutions to deal with
the tensions or alleviate these dilemmas (Robert-
son & Yazan, 2022).
In the context of translation education, the
rise of ai is an important chronosystemic
shift. In fact, ai technology, particularly neu-
ral machine translation, has significantly im-
pacted the translation field by creating more
accurate and fluent translations (Calvo-Ferrer,
2023, pp. 1-2). This has led to increased auto-
mation of the translation process, which has
implications for the role of human translators.
Therefore, translator trainers are dealing with
situations that can challenge their professional
future and identity.
Although ais raise concerns about job displace-
ment in the translation profession, it definitely
necessitates the re-assessment of instructional
philosophies and strategies in translator train-
ing programs (Kenny, 2019). As indicated by
a teacher, translator trainers should adapt to
these changes, showcasing an evolution of pro-
fessional identity in response to technological
advancements. In fact, machine translation and
ai literacy are now considered vital, and edu-
cating trainees about ai technologies, includ-
ing machine translation, can empower them
“to bring their expertise to the table when lan-
guage-related technologies are developed and
implemented” (Ehrensberger-Dow et al., 2023,
p. 407). Therefore, flexibility and continuous ac-
quisition of new competencies are essential to
come to terms with these changes. However, as
Sánchez-Castany (2023) points out, translation
modules have limited integration of translation
technology, with sporadic references to cat
tools, terminology, project management and, to
a lesser degree, machine translation.
Professional Identity Construction of Novice
Translator Trainers in Iran: An Ecological Study43Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
5. Conclusion
This empirical study offered valuable insights
into the professional dimension of novice
teacher identity construction in the field of
translator training. The findings highlight that
the construction identity of trainers is a dy-
namic process, which is continually (re)shaped
by the interplay of sociocultural and education-
al complexities. Indeed, effective professional
teacher development and growth relies on an
ongoing engagement with the socio-cultural dy-
namics that both shape and influence the iden-
tity of trainers (Pennington & Richards, 2016).
As noted before, “professional development
is a process in which the professional identity
of the teacher is formed”; therefore, the pro-
fessional development of teachers relies on
the effective construction of their identity (Av-
idov-Ungar, 2016, p. 654). Also, early career
translator trainers may encounter socio-cultural
and educational setbacks that negatively im-
pact their professional identity formation and
development.
Training programs for translation teachers
should offer self-reflection workshops and
real-world contexts to empower prospective
translator trainers to be aware of their pro-
fessional duties and to explore their self-per-
ceptions as trainers in authentic settings.
Additionally, deliberate self-training presents a
viable avenue for overcoming these challenges
and fostering a dynamic professional identity.
Indeed, teachers must embrace lifelong learn-
ing by engaging in various activities, such as
doing translation, evaluating their teaching
philosophies, doing research or sharing knowl-
edge with colleagues (Wu et al., 2019).
The study has some limitations that should
be acknowledged. First, this study examined
novice trainers, who were adjunct lecturers or
faculty members; future research may focus on
a specific group of teachers, for example, only
faculty members. Second, self-report data may
be susceptible to bias; therefore, future research-
ers are advised to gather observational data
from trainers’ classrooms to achieve a more
nuanced understanding. Longitudinal studies
can trace the (re)construction of teacher iden-
tity over time, and the relationship between
teacher identity, agency and emotions can be a
new avenue of research in translation studies.
Finally, future research may incorporate a larg-
er sample size to enhance the generalizability
of the findings.
References
Avidov-Ungar, O. (2016). A model of profession-
al development: teachers’ perceptions of their
professional development. Teachers and Teach-
ing, 22(6), 653–669. https://doi.org/10.1080/
13540602.2016.1158955
Beauchamp, C., & Thomas, L. (2009). Under-
standing teacher identity: an overview of
issues in the literature and implications
for teacher education. Cambridge Journal
of Education, 39(2), 175–189. https://doi.
org/10.1080/03057640902902252
Beijaard, D., Koopman, M., & Schellings, G. (2023).
Reframing Teacher Professional Identity and
Learning. In I. Menter (Ed.), The Palgrave Hand-
book of Teacher Education Research (pp. 763–785).
Springer International Publishing. https://doi.
org/10.1007/978-3-031-16193-3_28
Bennett, J., & Grimley, L. K. (2001). Chapter
5 - Parenting in the Global Community: A
Cross-Cultural/International Perspective.
In M. J. Fine & S. W. Lee (Eds.), Handbook
of Diversity in Parent Education (pp. 97–132).
Academic Press. https://doi.org/10.1016/
B978-012256483-3/50006-X
Bluteau, P., Clouder, L., & Cureton, D. (2017).
Developing interprofessional education on-
line: An ecological systems theory analysis.
Journal of Interprofessional Care, 31(4), 420–428.
https://doi.org/10.1080/13561820.2017.130
7170
Bolaños-García-Escribano, A., Díaz-Cintas,
J., & Massidda, S. (2021). Latest advance-
ments in audiovisual translation education.
Translator Trainers in Iran: An Ecological Study43Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
5. Conclusion
This empirical study offered valuable insights
into the professional dimension of novice
teacher identity construction in the field of
translator training. The findings highlight that
the construction identity of trainers is a dy-
namic process, which is continually (re)shaped
by the interplay of sociocultural and education-
al complexities. Indeed, effective professional
teacher development and growth relies on an
ongoing engagement with the socio-cultural dy-
namics that both shape and influence the iden-
tity of trainers (Pennington & Richards, 2016).
As noted before, “professional development
is a process in which the professional identity
of the teacher is formed”; therefore, the pro-
fessional development of teachers relies on
the effective construction of their identity (Av-
idov-Ungar, 2016, p. 654). Also, early career
translator trainers may encounter socio-cultural
and educational setbacks that negatively im-
pact their professional identity formation and
development.
Training programs for translation teachers
should offer self-reflection workshops and
real-world contexts to empower prospective
translator trainers to be aware of their pro-
fessional duties and to explore their self-per-
ceptions as trainers in authentic settings.
Additionally, deliberate self-training presents a
viable avenue for overcoming these challenges
and fostering a dynamic professional identity.
Indeed, teachers must embrace lifelong learn-
ing by engaging in various activities, such as
doing translation, evaluating their teaching
philosophies, doing research or sharing knowl-
edge with colleagues (Wu et al., 2019).
The study has some limitations that should
be acknowledged. First, this study examined
novice trainers, who were adjunct lecturers or
faculty members; future research may focus on
a specific group of teachers, for example, only
faculty members. Second, self-report data may
be susceptible to bias; therefore, future research-
ers are advised to gather observational data
from trainers’ classrooms to achieve a more
nuanced understanding. Longitudinal studies
can trace the (re)construction of teacher iden-
tity over time, and the relationship between
teacher identity, agency and emotions can be a
new avenue of research in translation studies.
Finally, future research may incorporate a larg-
er sample size to enhance the generalizability
of the findings.
References
Avidov-Ungar, O. (2016). A model of profession-
al development: teachers’ perceptions of their
professional development. Teachers and Teach-
ing, 22(6), 653–669. https://doi.org/10.1080/
13540602.2016.1158955
Beauchamp, C., & Thomas, L. (2009). Under-
standing teacher identity: an overview of
issues in the literature and implications
for teacher education. Cambridge Journal
of Education, 39(2), 175–189. https://doi.
org/10.1080/03057640902902252
Beijaard, D., Koopman, M., & Schellings, G. (2023).
Reframing Teacher Professional Identity and
Learning. In I. Menter (Ed.), The Palgrave Hand-
book of Teacher Education Research (pp. 763–785).
Springer International Publishing. https://doi.
org/10.1007/978-3-031-16193-3_28
Bennett, J., & Grimley, L. K. (2001). Chapter
5 - Parenting in the Global Community: A
Cross-Cultural/International Perspective.
In M. J. Fine & S. W. Lee (Eds.), Handbook
of Diversity in Parent Education (pp. 97–132).
Academic Press. https://doi.org/10.1016/
B978-012256483-3/50006-X
Bluteau, P., Clouder, L., & Cureton, D. (2017).
Developing interprofessional education on-
line: An ecological systems theory analysis.
Journal of Interprofessional Care, 31(4), 420–428.
https://doi.org/10.1080/13561820.2017.130
7170
Bolaños-García-Escribano, A., Díaz-Cintas,
J., & Massidda, S. (2021). Latest advance-
ments in audiovisual translation education.
Saeed Ameri44La dimensión profesional en la docencia en traducción e interpretación
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tate.2020.103055
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org/10.4324/9780367854850-24
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duction. The Interpreter and Translator Trainer,
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org/10.1016/B978-0-12-818630-5.11029-2
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org/10.1016/j.system.2022.102972
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org/10.1016/j.system.2022.102811
Nazari, M., Seyri, H., & Karimpour, S. (2023).
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tice perspective. Teaching and Teacher Educa-
tion, 127, 104110. https://doi.org/10.1016/j.
tate.2023.104110
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terpreter and translator trainers as practi-
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Norton, B. (2013). Identity and language learning: Ex-
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Orlando, M. (2019). Training and educating in-
terpreter and translator trainers as practi-
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and Translator Trainer, 13(3), 216–232. https://
doi.org/10.1080/1750399X.2019.1656407
Parvaresh, S., Pirnajmuddin, H., & Hesabi, A. (2019).
Student resistance in a literary translation class-
room: a study within an instructional conversion
experience from a transmissionist approach to a
transformationist one. The Interpreter and Transla-
tor Trainer, 13(2), 132–151. https://doi.org/10.1
080/1750399X.2018.1558724
Pennington, M. C., & Richards, J. C. (2016).
Teacher identity in language teaching: inte-
grating personal, contextual, and professional
factors. relc Journal, 47(1), 5–23. https://doi.
org/10.1177/0033688216631219
Pillen, M., Beijaard, D., & den Brok, P. (2013). Pro-
fessional identity tensions of beginning teachers.
Teachers and Teaching, 19(6), 660–678. https://
doi.org/10.1080/13540602.2013.827455
Räsänen, K., Pietarinen, J., Pyhältö, K., Soini, T.,
& Väisänen, P. (2020). Why leave the teach-
ing profession? A longitudinal approach to the
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s11218-020-09567-x
Reeves, J. (2018). Teacher identity. In J. I. Liontas
(Ed.), The tesol Encyclopedia of English Lan-
guage Teaching (pp. 1–7). Wiley. https://doi.
org/10.1002/9781118784235.eelt0268
Robertson, W. B., & Yazan, B. (2022). Navigating
tensions and asserting agency in language teach-
er identity: A case study of a graduate teaching
assistant. Linguistics and Education, 71, 101079.
https://doi.org/10.1016/j.linged.2022.101079
Ruohotie-Lyhty, M. (2018). Identity-Agency in
progress: Teachers authoring their identities. In
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Research on teacher identity: Mapping challenges
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doi.org/10.1007/978-3-319-93836-3_3
Ruohotie-Lyhty, M., & Moate, J. (2016). Who and
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Saldanha, G., & O’Brien, S. (2013). Research meth-
odologies in translation studies. St. Jerome.
Sánchez-Castany, R. (2023). Integrating technolo-
gies in translation teaching: a study on train-
ers’ perceptions. The Interpreter and Translator
Trainer, 17(3), 479–502. https://doi.org/10.1
080/1750399X.2023.2237330
Sang, Y. (2023). Seeing teacher identity through
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vance online publication. https://doi.
org/10.1177/13621688231165349
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org/10.1080/0305764X.2022.2069227
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How to cite this article: Ameri, S. (2024). Professional identity construction of novice transla-
tor trainers in Iran: An ecological study. Mutatis Mutandis, Revista Latinoamericana de Traducción,
17(1), 28–47. https://doi.org/10.17533/udea.mut.v17n1a02
Translator Trainers in Iran: An Ecological Study47Mutatis Mutandis. Revista Latinoamericana de Traducción Vol. 17, N.°1, 2024, enero-junio,pp.28-47
Journal of Education for Teaching, 36(2), 153–168.
https://doi.org/10.1080/02607471003651672
Uzum, B., Yazan, B., & Avineri, N. (2022). Becom-
ing teachers of emergent bilinguals: Navigat-
ing ideological and identity tensions. Language
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