대학 원어민 영어 회화 강사의 정체성 탐구
The identity of native English conversation instructors
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This study explored how the identities of native English-speaking teachers evolved through their cultural and educational experiences in Korea, and examined the implications of these experiences. Three teachers from different countries participated in the study. Two teachers (Ann and Sam) taught English at the same university, while the third teacher (Dick) taught in a different city. Data were collected using a triangulation of interviews, questionnaires, and classroom observations. The analysis was conducted through constant comparative methods and thematic analysis. Themes were derived from the raw data by coding, which involved repeatedly reading and categorizing the data. Initially, 19 categories were identified, which were later condensed into 4 main categories through a second round of coding. The results of the study revealed that: (1) the teachers viewed themselves as guests or outsiders who did not fully belong to Korean society; (2) during their stay in Korea, the teachers needed to become more adaptable despite the challenges posed by cultural and linguistic differences; (3) they learned to adjust to the environment and became more flexible to meet students’ expectations, eventually becoming comfortable outsiders; and (4) the teachers felt empowered in their roles, as they were able to make a positive impact on their students and received acknowledgment from their colleagues. The study also discusses the implications of these findings.
Abstract
This study explored how the identities of native English-speaking teachers evolved through their cultural and educational experiences in Korea, and examined the implications of these experiences. Three teachers from different countries participated in the study. Two teachers (Ann and Sam) taught English at the same university, while the third teacher (Dick) taught in a different city. Data were collected using a triangulation of interviews, questionnaires, and classroom observations. The analysis was conducted through constant comparative methods and thematic analysis. Themes were derived from the raw data by coding, which involved repeatedly reading and categorizing the data. Initially, 19 categories were identified, which were later condensed into 4 main categories through a second round of coding. The results of the study revealed that: (1) the teachers viewed themselves as guests or outsiders who did not fully belong to Korean society; (2) during their stay in Korea, the teachers needed to become more adaptable despite the challenges posed by cultural and linguistic differences; (3) they learned to adjust to the environment and became more flexible to meet students’ expectations, eventually becoming comfortable outsiders; and (4) the teachers felt empowered in their roles, as they were able to make a positive impact on their students and received acknowledgment from their colleagues. The study also discusses the implications of these findings.
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