1 | IJET| Volume. 9, Issue 1. July 2020 Copyright 2020 Vahid Hassani, Ph.D and Mohammad Khatib are licensed under Creative Commons Atrribution- ShareAlike 4.0 International License. Contributions of KARDS to Professional Identity of High School Teachers in an EFL Context Vahid Hassani, Ph.D. in TEFL, vahid_hassani38@yahoo.com, Department of English, Science and Research Branch, Islamic Azad University, Tehran, Iran. Mohammad Khatib, Professor, mkhatib27@yahoo.com, Department of English, Allameh Tabataba’i University, Tehran, Iran. Abstract. This research aimed at investigating the impacts of knowing, analyzing, recognizing, doing, and seeing (KARDS) on Iranian English as a foreign language (EFL) teachers’ professional identity reconstruction in the context of high schools. Purposive sampling and KARDS questionnaires used to choose participants and to classify them into a more KARDS-oriented group (n=10) and a less-KARDS oriented group (n=10). The researchers employed pre-course and post-course interviews, teacher educator’s and teachers’ reflective journals, and class debate as data gathering tools. Following the pre- course interview, there was an implementation phase of KARDS using which teachers were acquainted with it. Then, Grounded Theory used for data analysis. Findings revealed there were three big shifts. It started from “uncertainty of practice to the certainty of practice,” “the use of fewer macro-strategies to the use of more macro-strategies,” and “linguistic and technical view of language teaching to the critical, educational, and transformative view of language teaching” in teachers’ professional identities in both groups. The changes were similar in quality but not in quantity, and they should incorporate in teacher education programs. The findings may encourage stakeholders to welcome uncertainty and confusion, to underline more macro-strategies, and to take a critical and transformative view of language teaching in language classrooms. Keywords: KARDS, language teacher education, teacher professional identity, grounded theory, interview 1. INTRODUCTION Language teacher education as the sum of lived experiences or activities utilizing which individuals learn to become language pedagogues (Freeman, 2001) has been witness to shifting epistemologies from a positivist perspective. It is to an interpretive viewpoint (Johnson, 2009) during its development. It has endured shifts away from a knowledge-centered approach, to a person-centered approach, to critical, socio-cultural, and sociopolitical approaches. The knowledge-centered approach and the person-centered approach differ from each other in their theoretical basis, view of knowledge, view of the person, view of the teacher, perspective, and methods (Roberts, 1998). The knowledge-centered approach (Roberts, 1998) conforms to positivist epistemology (Johnson, 2006) and emphasizes transmission of pre-described and pre- chosen pedagogical techniques and knowledge to language teachers (Richards, 2008; Richards & Farrell, 2005) whose agencies, beliefs, and past experiences overlooked (Freeman, 1989; Johnson, 2006). Learning how to teach is construed as learning the imposed content (Cochran-smith, Shakman, Jong, Terrell, Barnatt, &McQuillan, 2009),