kvmolurОбразование и саморазвитиеEducation and Self-Development1991-7740Казанский (Приволжский) федеральный университет10.26907/esd.20.3.03FYGSFIkvmolur-144Research ArticleСтатьиИзменение образовательного климата: метафорический взгляд на развитие личности учителя иностранного языка в педагогическом образованииEducational Climates in Flux: A Metaphorical Lens on Language Teacher Identity Development in Teacher Educationhttps://orcid.org/0000-0001-6811-7000ИраниФариба ХагигиIraniFariba Haghighi

Фариба Хагиги Ирани

Тегеран

Fariba Haghighi Irani

Tehran

Far_haghighi@yahoo.comИсламский университет Азад, Западный Тегеранский филиалИранIslamic Azad University, West Tehran BranchIslamic Republic of Iran2025051020252032941Copyright © Ирани Ф.Х., 20252025Ирани Ф.Х.Irani F.H.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://kvmolur.elpub.ru/jour/article/view/144

   Образование в области изменения климата (Climate Change Education (CCE)) обычно направлено на повышение экологической грамотности, но в данном исследовании это понятие используется метафорически.

   Цель такого исследования – понять, каким образом иранские учителя английского языка формируют свою профессиональную идентичность в условиях системных сбоев.

   Опираясь на метафоры и теории идентичности учителей, 32 учителя, работавших до и во время исследования, использовали климатические метафоры (например, штормы, засухи, землетрясения), чтобы обозначить проблемы и устойчивость в меняющемся образовательном ландшафте Ирана. С помощью качественных методов – метафорических заданий, интервью и семинаров – были выявлены три закономерности: штормы означали внезапные сбои в работе (52 %), засухи – нехватку ресурсов (31 %), а землетрясения – переломные моменты в политике (17 %). Стратегии повышения устойчивости, разработанные в рамках модели педагогического образования ESA (Engage, Study, Activate – Вовлечение, Изучение, Активация), привели к созданию предлагаемой концепции ЕSА, сохраняющей прочность в меняющихся обстоятельствах. Полученные результаты дают представление о педагогическом образовании в нестабильных политических и экономических условиях.

   While Climate Change Education (CCE) typically promotes environmental literacy, this study explores its metaphorical application to understand how Iranian English language teachers construct their professional identities amid systemic disruptions.

   Drawing on metaphor and teacher identity theories, 32 pre- and in-service teachers used climate metaphors (e.g., storms, droughts, earthquakes) to articulate challenges and resilience in Iran’s shifting educational landscape. Through qualitative methods – metaphor tasks, interviews, and workshops – three patterns emerged: storms signified sudden disruptions (52 %), droughts reflected resource scarcity (31 %), and earthquakes marked policy-induced ruptures (17 %). Resilience strategies mapped onto the ESA teacher education model (Engage, Study, Activate), leading to a proposed Climate-Resilient ESA framework. Findings offer insights for teacher education in similarly turbulent BRICS contexts.

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The authors declare that there are no conflicts of interest present.