“I am a teacher in general, not an English teacher”: Four Korean English language teachers’ perceptions
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This study explores the teacher identities of four university Korean non-native English speakingteachers through their perceptions on themselves, and how such perceptions affect their teachingand professional teacher identities. Data were collected through interviews, observation, andteaching journals. A grounded theory approach was used to analyze the data. Teacherparticipants perceived themselves as teachers in general as well as good teachers. They also feltthat they are ‘deficient’ in English skills, and therefore they had the need to improve theirlanguage abilities and constantly engage in professional development. This has had themexperience struggles with the mismatch between their own expectations and ideal images ofthemselves as ‘good’ humanistic teachers and realistic or perceptual pictures of themselves as‘deficient’ non-native language teachers. This mismatch has further hindered their sense ofprofessionalism. Discussions and implications on their perceptions are presented in relation tocritical issues in the TESOL research field such as nativism, World Englishes, teacher identity,as well as teacher education programs.
Abstract
This study explores the teacher identities of four university Korean non-native English speakingteachers through their perceptions on themselves, and how such perceptions affect their teachingand professional teacher identities. Data were collected through interviews, observation, andteaching journals. A grounded theory approach was used to analyze the data. Teacherparticipants perceived themselves as teachers in general as well as good teachers. They also feltthat they are ‘deficient’ in English skills, and therefore they had the need to improve theirlanguage abilities and constantly engage in professional development. This has had themexperience struggles with the mismatch between their own expectations and ideal images ofthemselves as ‘good’ humanistic teachers and realistic or perceptual pictures of themselves as‘deficient’ non-native language teachers. This mismatch has further hindered their sense ofprofessionalism. Discussions and implications on their perceptions are presented in relation tocritical issues in the TESOL research field such as nativism, World Englishes, teacher identity,as well as teacher education programs.
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