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비정년트랙 영어 교수들의 학교환경에서 살아내는 이야기: 감정과 정체성의 콜라보

Non-tenure-track Korean English language professors’ stories to live by in their school landscape: teacher identities in collaboration with emotions

박순복
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2020.06|영어교육연구 (English Language Teaching)|제32권 제2호|pp. 87-108|DOI 10.17936/pkelt.2020.32.2.005

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참고문헌

키워드

내러티브 탐구(narrative inquiry)살아진 경험(lived experiences)교사 정체성(teacher identities)감정(emotions)정치적 비효능감(political inefficacy)비권능감(disempowerment)
주제분류영어와문학

초록

This narrative inquiry explores four non-tenure-track Korean English language professors’ lived experiences as they tell and retell their stories to live by in a Korean university landscape. The study focuses on how their emotions collaborate with their professional identities to be constructed and reconstructed. Narrative accounts out of the participants’ experiences deliver their negative emotions such as frustration, helplessness, depression, anxiety, shock, sadness, unhappiness, and anger while going through and perceiving their school institution’s unjust and inhumane treatment of power to them in terms of their working environment and status as non-tenured professors. It is implied that political inefficacy and disempowerment have been embodied in the place for professionals to exert their expertise. The other side of emotions like sympathy and guilt is attributed to the participants’ attempt to understand and recover from conflicts with their school power and students. These emotions contribute to the (re)construction of their professional identities that have been shifted, lost, and reformed as they have lived and relived in their school landscape. (167 words)

Abstract

This narrative inquiry explores four non-tenure-track Korean English language professors’ lived experiences as they tell and retell their stories to live by in a Korean university landscape. The study focuses on how their emotions collaborate with their professional identities to be constructed and reconstructed. Narrative accounts out of the participants’ experiences deliver their negative emotions such as frustration, helplessness, depression, anxiety, shock, sadness, unhappiness, and anger while going through and perceiving their school institution’s unjust and inhumane treatment of power to them in terms of their working environment and status as non-tenured professors. It is implied that political inefficacy and disempowerment have been embodied in the place for professionals to exert their expertise. The other side of emotions like sympathy and guilt is attributed to the participants’ attempt to understand and recover from conflicts with their school power and students. These emotions contribute to the (re)construction of their professional identities that have been shifted, lost, and reformed as they have lived and relived in their school landscape. (167 words)

참고문헌 (46)

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관련 논문AI추천

Identity Construction of Two Korean Non-Regular English Conversation Teachers김신혜팬코리아영어교육학회 · 영어교육연구2023 · 제35권 제2호Identity Construction of Korean Non-Regular English Conversation Teachers at Elementary Schools김신혜, 이유화언어과학회 · 언어과학연구2016 · 제77호We are English Professors: Identity Construction of Native English Speaker Teachers at a Korean University김신혜한국영어교육학회 · 영어교육2017 · 제72권 제2호A Study of Native English-Speaking Teachers’ Professional Identity in the Korean University Context고한나, 김명희한국영어교육학회 · 영어교육2021 · 제76권 제2호Exploring the Negotiation of Identity: A Narrative Study of Experienced NESTs in Korea이길영, 이현주한국영어교육학회 · 영어교육2025 · 제80권 제3호A Gyopo English Teacher’s Professional Identity in an EFL Context김명희, LEE JUNG WON한국영어교육학회 · 영어교육2021 · 제76권 제3호

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