مرضیه کهندل

Based on the grounds giving form to teachers' professional identity in Iran's educational system, the present study aims to provide a framework to portray, with a power-based approach, the various kinds of professional identity which can be perceived for Iranian teachers. For this purpose, narratives were collected and the discourses were analyzed, which led to different kinds of issues regarding teachers' professional identity, all of which pointed out the influence of power in the creation of identity. Then, in order to organize the findings in accordance with an established theory, Michel Foucault's views and his approach to critical discourse analysis were used. Using documentary analysis, an episteme-like two-dimensional matrix was devised as a framework to display the various possible identities for teachers in the context of Iranian education. One dimension represents the elements constituting the powers residing over teachers' professional performance, while the other dimension depicts the different reactions teachers showed to these elements of power. When these dimensions meet, possibilities arise, each of which can symbolize teachers' identity. Therefore, the different kinds of identity systematically placed in the matrix-like framework of "power like protection" can be regarded as the main findings of this study, which can prove useful when it comes to explaining the range of changes in teachers' identity based on changes in power relations.

Investigating the meaning of words based on context is important because one of the common methods of understanding lexical semantics in a text is the contextual approach. Actually, we can understand real meaning by studying the semantic layers of words and achieve meaning based on two axes of syntagmatic and paradigmatic. The present study using a descriptive-analytical method and relying on the two axes of syntagmatic and paradigmatic has tried to structurally study the similar verses to the story of the temptation of the devil and his expulsion from heaven. Some research results showed that in the axis of Paradigmatic, the words" “Tempted, Slipped”, “Go out, Descend "and “Adorning, Sitting” have been selected according to the textual context and the atmosphere of the story. And this factor has been effective in the coherence and completion of the semantic chain between the substitute words so that to induce the concept and meaning intended by the speaker, the substitute words serve the context of the text and give a new semantic load according to the context and verses back and forth to the story space, and somehow lead to the semantic expansion of the text.

The main purpose of this research is to represent the controversy over the two professional development discourses and the professional identity of the teacher in terms of power
relations. In order to achieve this goal, documentary-analytical research method was used. The findings suggest that the four main controversies with professional disputes, the structure and agency conflict, the conflict of professionality and professionalism, and the conflict of bureaucracy and democracy that have been able to grow in the context of power relations The most important reflection sites are related to the two discourses of professional teacher development and the teacher's professional identity. Considering the fact that the topic of both teacher's discourses is different and depending on the different educational systems and the civil development of societies in some coordinates, including assumptions and notions as to the teacher, there are differences in different societies, this paper has tried After expanding the controversy between the two discourses, which are context-based and affiliated with the power relations, they will promote the development of new perceptions and the establishment of new discourses with more different images of the distribution of power in the Iranian education system