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체계적 문헌고찰을 통한 한국인 비원어민 영어교사의 정체성 연구

A Systematic Review on the Identity of Korean English Teachers as Non-native English Speakers

이현주|황은선
외국학연구소 (FOREIGN STUDIES INSTITUTE)|2018.12|외국학연구 (The Journal of Foreign Studies)|제46호|pp. 99-128|DOI 10.15755/jfs.2018..46.99

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참고문헌

키워드

체계적 문헌고찰Teacher efficacySystematic review교사효능감교사정체성비원어민 영어교사Teacher identityNon-native English teacher
주제분류기타인문학

초록

The study aims to explore identity issues of non-native Korean teachers of English in elementary, middle and high schools. It also investigates the influence of co-teaching with native English teachers on Korean teachers’ identity. Out of 8 different databases, initially 2,618 studies were identified, and the final 7 studies were included in accordance with eligibility criteria for systematic review. As a result, this study has shown that teachers negotiate their identities according to the contexts of social, pedagogical, and personal experiences. In addition, the power distribution between Korea regular teachers and foreign teachers affects their identity formation and teacher performances. Lastly, it has demonstrated that teachers’ qualification, pedagogical contents knowledge, and class management skills are important aspects which lead to a successful English class rather than teachers’ English proficiency. Therefore, this study shows that native English speakers are not necessarily better teachers and that other variables can be more important factors in English teaching. Also, Korean English teachers can improve their teaching efficacy and build up capable teacher identities.

Abstract

The study aims to explore identity issues of non-native Korean teachers of English in elementary, middle and high schools. It also investigates the influence of co-teaching with native English teachers on Korean teachers’ identity. Out of 8 different databases, initially 2,618 studies were identified, and the final 7 studies were included in accordance with eligibility criteria for systematic review. As a result, this study has shown that teachers negotiate their identities according to the contexts of social, pedagogical, and personal experiences. In addition, the power distribution between Korea regular teachers and foreign teachers affects their identity formation and teacher performances. Lastly, it has demonstrated that teachers’ qualification, pedagogical contents knowledge, and class management skills are important aspects which lead to a successful English class rather than teachers’ English proficiency. Therefore, this study shows that native English speakers are not necessarily better teachers and that other variables can be more important factors in English teaching. Also, Korean English teachers can improve their teaching efficacy and build up capable teacher identities.

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관련 논문AI추천

ESL/EFL 환경의 원어민-비원어민 영어교사의 정체성 연구에 대한 고찰김신혜과학교육연구소 · 교사교육연구2014 · 제53권 제2호“I am a teacher in general, not an English teacher”: Four Korean English language teachers’ perceptions방준, 박순복팬코리아영어교육학회 · 영어교육연구2016 · 제28권 제3호A Study of Native English-Speaking Teachers’ Professional Identity in the Korean University Context고한나, 김명희한국영어교육학회 · 영어교육2021 · 제76권 제2호Non-Native English Speaking Teachers' Identity: Review of Relevant Studies and Critical Issues for Future Studies전지현현대영어교육학회 · 현대영어교육2009 · 제10권 제1호Korean Nonnative English Speaking Teachers’ Identity Construction in the NS-NNS Dichotomy최호성한국영어학학회 · 영어학연구2008 · 제26호A Gyopo English Teacher’s Professional Identity in an EFL Context김명희, LEE JUNG WON한국영어교육학회 · 영어교육2021 · 제76권 제3호

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