Seeking the Meaning of the Job: Korean Novice Secondary Teachers' Professional Identity

Autor/in	Ro, Jina
Titel	Seeking the Meaning of the Job: Korean Novice Secondary Teachers' Professional Identity
Quelle	In: Asia Pacific Education Review, 20 (2019) 1, S.135-146 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ro, Jina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-018-9573-2
Schlagwörter	Professional Identity; Caring; Teacher Student Relationship; Beginning Teachers; Secondary School Students; Phenomenology; Well Being; Teacher Role; Foreign Countries; Professionalism; School Culture; Teacher Attitudes; South Korea + Suchen Sie Ihr Suchwort? Care; Pflege; Sorge; Betreuung; Teacher student relationships; Lehrer-Schüler-Beziehung; Junior teacher; Junglehrer; Sekundarschüler; Phenomenological psychology; Phänomenologie; Psychologie; Well-being; Wellness; Wohlbefinden; Lehrerrolle; Ausland; Professionalität; Schulkultur; Schulleben; Lehrerverhalten; Korea; Republik
Abstract	Little effort has been made to understand the professional identity of novice teachers in various working contexts despite its significance for teacher professional learning and growth. This article aims to explore the professional identity of novice secondary teachers within Korean education system, where a bureaucratic school culture and teaching to the test prevail. A series of three phenomenological interviews were conducted with four novice secondary teachers to understand their formation of professional identity. Since beginning to teach, all four teachers came to possess similar professional identities as caring teachers, emphasizing their role in supporting students' growth and happiness. Specifically, three of these teachers who had initially perceived their role as excellent subject teachers transformed their professional identities into those of caring teachers. Meanwhile, the fourth teacher, who had originally aspired to be a caring teacher, retained her professional identity by focusing more on supporting students' well-being. This study argues that teachers' ongoing professional identities as caring teachers can be understood as enacting their agency to reconfigure the meaning of teacher professionalism and schooling in the working context that diminishes their role as mere executors of the system's mandates. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01