A Study of Native English-Speaking Teachers’ Professional Identity in the Korean University Context
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Considering critical role s of teachers in education , an increasing number of studies have investigated language teacher identi ty. 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 investi gat e d how two NESTs working in Korean universities perceive d themselves professionally and how their identities were realized in class. Data were collected through interviews, class observations, and material collections. F indings show ed that the NESTs con str u cted 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 identit ies as a teacher wit h identities of a writer and a babysitter. Despite such differences , the NEST s commonly manifested an overarching identity as a guide who desired to create safe and comfortable learning environments. These findings confirm close connections between teac her s ’ professional identity and practices.
Abstract
Considering critical role s of teachers in education , an increasing number of studies have investigated language teacher identi ty. 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 investi gat e d how two NESTs working in Korean universities perceive d themselves professionally and how their identities were realized in class. Data were collected through interviews, class observations, and material collections. F indings show ed that the NESTs con str u cted 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 identit ies as a teacher wit h identities of a writer and a babysitter. Despite such differences , the NEST s commonly manifested an overarching identity as a guide who desired to create safe and comfortable learning environments. These findings confirm close connections between teac her s ’ professional identity and practices.
참고문헌 (26)
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