A Study of Native English-Speaking Teachers' Professional Identity in the Korean University Context

Autor/inn/en	Ko, Hannah; Kim, Myonghee
Titel	A Study of Native English-Speaking Teachers' Professional Identity in the Korean University Context
Quelle	In: English Teaching, 76 (2021) 2, S.3-23 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1017-7108
Schlagwörter	Native Speakers; Language Teachers; English (Second Language); Second Language Instruction; Second Language Learning; Professional Identity; Self Concept; Role Perception; Teacher Student Relationship; Classroom Techniques; College Faculty; Foreign Workers; North Americans; Urban Universities; Foreign Countries; Context Effect; South Korea + Suchen Sie Ihr Suchwort? Muttersprachler; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Zweitsprachenerwerb; Selbstkonzept; Role conception; Rollenverständnis; Teacher student relationships; Lehrer-Schüler-Beziehung; Klassenführung; Fakultät; Ausland; Korea; Republik
Abstract	Considering critical roles of teachers in education, an increasing number of studies have investigated language teacher identity. Although many studies have reported nonnative English-speaking teachers' identity, few studies have explored native English-speaking teachers' (NESTs') professional identity. Taking poststructural approaches towards identity, the present study investigated how two NESTs working in Korean universities perceived themselves professionally and how their identities were realized in class. Data were collected through interviews, class observations, and material collections. Findings showed that the NESTs constructed multiple identities differently shaped by various factors, such as previous experiences and college majors. One NEST had identities of a role model for foreign language learning and a caretaker, while the other showed weak identities as a teacher with identities of a writer and a babysitter. Despite such differences, the NESTs commonly manifested an overarching identity as a guide who desired to create safe and comfortable learning environments. These findings confirm close connections between teachers' professional identity and practices. (As Provided).
Anmerkungen	Korea Association of Teachers of English. 6105 English Education Department, Chinju National University of Education, 369beon-gil 3, Jinyangho-ro, Jinju, Gyeongsangnam-do, 52673, Republic of Korea. Tel: +82-42-629-7381; Fax: +82-42-629-7320; e-mail: katejournal29@gmail.com; Web site: http://journal.kate.or.kr/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01