Exploring Korean EFL Teachers’ Perceptions of Their Professional Identity and Possible Conflicts in a High School
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An, Hyo Seon. “Exploring Korean EFL Teachers’ Perceptions of Their Professional Identity and Possible Conflicts in a High School.” Studies in English Language & Literature 43.4 (2017): 125-151. This study aims to explore the professional identity of Korean high school EFL teachers. A total of nine teachers working in an academic high school setting were interviewed and their responses were transcribed for analysis and further interpretation. In particular, how they position themselves as EFL teachers in a high school was examined by thematic analysis of the transcripts of interviews on their perceptions of professional identity roles and their own definitions of professional expertise. The results of the current study indicate that Korean EFL teachers in academic high schools are very likely to experience identity conflicts in their positioning as EFL teachers. The major conflicting features of their identity formation are shown in 1) their perceptions of their professional roles as EFL teachers (a role as a foreign language learner model vs. a role as a proficient English expert) and 2) their perceptions of an ideal English education (content-based English education vs. skill-based English education). The results seem to support the theoretical understanding of the main features of language teachers’ professional identity: They are multiple, shifting, and in conflict. (Jeonbuk Foreign Language High School)
Abstract
An, Hyo Seon. “Exploring Korean EFL Teachers’ Perceptions of Their Professional Identity and Possible Conflicts in a High School.” Studies in English Language & Literature 43.4 (2017): 125-151. This study aims to explore the professional identity of Korean high school EFL teachers. A total of nine teachers working in an academic high school setting were interviewed and their responses were transcribed for analysis and further interpretation. In particular, how they position themselves as EFL teachers in a high school was examined by thematic analysis of the transcripts of interviews on their perceptions of professional identity roles and their own definitions of professional expertise. The results of the current study indicate that Korean EFL teachers in academic high schools are very likely to experience identity conflicts in their positioning as EFL teachers. The major conflicting features of their identity formation are shown in 1) their perceptions of their professional roles as EFL teachers (a role as a foreign language learner model vs. a role as a proficient English expert) and 2) their perceptions of an ideal English education (content-based English education vs. skill-based English education). The results seem to support the theoretical understanding of the main features of language teachers’ professional identity: They are multiple, shifting, and in conflict. (Jeonbuk Foreign Language High School)
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