(Un)becoming tourist-teachers: Unveiling white racial identity in cross-cultural teaching programmes

Cultural Identity among Iranian English Language Teachers

This survey investigated the cultural identity of Iranian English language teachers. Accordingly, a cultural identity model was proposed a priori, based on which a questionnaire was developed and piloted on 50 Iranian English language teachers (α = 0.87). The developed questionnaire was then administered to 636 male and female Iranian En...

Cross-cultural Research Issues in Developing International Tourist Markets for Cultural Events

Iranian EFL Teachers’ Cultural Identity in the Course of their Profession

Grounded on Hofstede's (1986) dichotomous model of collectivism/individualism, this study explored Iranian English as a foreign language (EFL) teachers' cultural identity. A sequential mixed methods procedure was adopted to examine their cultural orientation and the impact of length of experience on their degree of propensity to absorb the target language culture. A total of 120 female and male...

Accessing Cultural Tourist Information Via a Context-Sensitive Tourist Guide

Recent developments in both wireless communications and personal navigation technologies have made the concept of location-aware services both feasible and economical. Indeed, it is widely projected that the market for such services will increase substantially in the coming years. Obviously this market will provide significant opportunities and challenges for the tourism sector. In this article...

A Cross-Cultural Study of Teacher Autonomy in Curriculum Development among Iranian and Turkish EFL Teachers

Teacher autonomy is viewed very differently: one teacher may view autonomy as a means to gain substantial freedom from interference or supervision; another may view it as the freedom to develop collegial relationships and accomplish tasks that extend beyond the classroom; and even some others may perceive it as a means for principals to avoid their duties (Frase and Sorenson, 1992). Although th...