Professional Identity Tensions in Korean EFL Student Teachers : A Reflective Journal Analysis
0
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
The present study was carried out in response to the lack of investigation into professional identity tensions of EFL student teachers. The study capitalizes on a corpus of 139 reflective journal entries written by 20 Korean EFL student teachers and analyzes the corpus with a specialist analytics program, Leximancer 4.5. It reveals five professional identity tensions that seem to revolve around maintaining a dual identity (e.g., student vs. professional, L2 learner vs. L2 teacher, etc.), thereby underscoring the complex and conflicting nature of EFL teacher candidates' identities. The findings go some way towards contributing to the existing knowledge of tensions experienced by Korean EFL student teachers in their professional identity development and help us better understand what support should be provided to them by teacher education programs.
Abstract
The present study was carried out in response to the lack of investigation into professional identity tensions of EFL student teachers. The study capitalizes on a corpus of 139 reflective journal entries written by 20 Korean EFL student teachers and analyzes the corpus with a specialist analytics program, Leximancer 4.5. It reveals five professional identity tensions that seem to revolve around maintaining a dual identity (e.g., student vs. professional, L2 learner vs. L2 teacher, etc.), thereby underscoring the complex and conflicting nature of EFL teacher candidates' identities. The findings go some way towards contributing to the existing knowledge of tensions experienced by Korean EFL student teachers in their professional identity development and help us better understand what support should be provided to them by teacher education programs.
참고문헌 (42)
- Alsup, J., "Teacher identity discourses: Negotiating personal and professional spaces" (2006), Lawrence Erlbaum
- Beijaard, D., "Reconsidering research on teachers’ professional identity", Teaching and Teacher Education, 20(2), pp.107~128 (2004)
- Canh, L. V., "Native-English-speaking teachers’ construction of professional identity in an EFL context : A case of Vietnam", The Journal of Asia TEFL, 10(1), pp.1~23 (2013)
- Choi, S. J, "The experiences of non-native English speaking teachers and their professional identity constructions in an ESL context", doctor, pp.2007
- Connelly, F. M., "Shaping a professional identity : Stories of educational practice" (1999), Teachers College Press
- Cretchley, J., "Conversations between carers and people with schizophrenia : A qualitative analysis using Leximancer", Qualitative Health Research, 20(12), pp.1611~1628 (2010)
- Crofts, K., "Interrogating accountability", Qualitative Research in Accounting and Management, 7(2), pp.180~207 (2010)
- Dann, S., "Redefining social marketing with contemporary commercial marketing definitions", Journal of Business Research, 63(2), pp.147~153 (2010)
- Day, C., "Developing teachers: The challenges of lifelong learning" (1999), Falmer Press
- Dunlap, J. C., "Using guided reflective journaling activities to capture students’ changing perceptions", Techtrends : Linking Research & Practice to Improve Learning, 50(6), pp.20~26 (2006)
- Feyerabend, P., "Against method" (1988), Verso
- Glodjo, T., "Deconstructing social class identity and teacher privilege in the second language classroom", TESOL Journal, 8, pp.342~366 (2017)
- Good, T., "Looking in classrooms" (1987), Harper & Row
- Goodson, I. F., "Exploring the teacher’s professional knowledge: Constructing identity and community", Teacher Education Quarterly, 21(1), pp.85~105 (1994)
- Grossman, P. L., "The making of a teacher: Teacher knowledge and teacher education" (1990), Teachers College Press, Teachers College, Columbia University
- Güngör, F., "The tensions between EFL teacher identities and INSET in the Turkish context", PROFILE Issues in Teachers Professional Development, 19, pp.13~27 (2017)
- Hanna, F., "Primary student teachers’ professional identity tensions: The construction and psychometric quality of the professional identity scale", Studies in Educational Evaluation, 61, pp.21~33 (2019)
- Hong, J. Y., "Pre-service and beginning teachers’ professional identity and its relation to dropping out of the profession", Teaching and Teacher Education, 26(8), pp.1530~1543 (2010)
- Igawa, K., "Professional development needs of EFL teachers practicing in Japan and Korea", Shitennoji University Bulletin, 45, pp.431~455 (2008)
- Johnson, K. E., "Learning to teach: Instructional actions and decisions of preservice ESL teachers", TESOL Quarterly, 26(3), pp.507~535 (1992)
- Johnston, B., "The expatriate teacher as postmodern paladin", Research in the Teaching of English, 34(2), pp.255~280 (1999)
- Kachru, B., "The other tongue: English across cultures" (1992), University of Illinois Press
- Lave, L., "Situated learning: Legitimate peripheral participation" (1991), Cambridge University Press
- Lee, S. C., "Pre-service teachers’ progressive reflective practices using weekly journals in an action research project", The Journal of Asia TEFL, 15(1), pp.242~249 (2018)
- "Leximancer User Guide" (2018)[URL]
- Li, G., "Preparing culturally and linguistically competent teachers for English as an international language education", TESOL Journal, 8, pp.250~276 (2017)
- Lim, H. W., "Concept maps of Korean EFL student teachers’ autobiographical reflections on their professional identity formation", Teaching and Teacher Education, 27(6), pp.969~981 (2011)
- Morgan, B., "Teacher identity as pedagogy: Towards a field-internal conceptualisation in bilingual and second language education", International Journal of Bilingual Education and Bilingualism, 7(2 & 3), pp.172~188 (2004)
- Olsen, B., "Teaching what they learn, learning what they live" (2008), Routledge
- Olsen, B., "Teaching for success" (2010), Routledge
- Se-Hyuk Park, "Ways of coping with excessive academic stress among Korean adolescents during leisure time", International Journal of Qualitative Studies on Health and Well-being, 13(1), pp.1505397~ (2018), Informa UK Limited[DOI]
- Pavlenko, A., "“I never knew I was a bilingual”: Reimagining teacher identities in TESOL", Journal of Language, Identity, and Education, 2(4), pp.251~268 (2003)
- Phelps, R., "The potential of reflective journals in studying complexity ‘in action’", Complicity: An International Journal of Complexity and Education,, 2(1), pp.37~54 (2005)
- Pillen, M. T., "Profiles and change in beginning teachers’ professional identity tensions", Teaching and Teacher Education, 34, pp.86~97 (2013)
- Smith, A., "Evaluation of unsupervised semantic mapping of natural language with Leximancer concept mapping", Behavior Research Methods, 38(2), pp.262~279 (2006)
- Smith, L. A., "Five beginning teachers’ reflections on enacting New Zealand’s national standards", Teaching and Teacher Education, 54, pp.107~116 (2016)
- Tajfel. H., "Differentiation between social groups: Studies in the social psychology of intergroup relations" (1978), Academic Press
- Tsui, A. B. M., "Complexities of identity formation : A narrative inquiry of an EFL teacher", TESOL Quarterly, 41(4), pp.657~680 (2007)
- Varghese, M, "Bilingual teachers-in-the-making : Advocates, classroom teachers, and transients", doctor, pp.2000
- Varghese, M., "Theorizing language teacher identity: Three perspectives and beyond", Journal of Language, Identity, and Education,, 4(1), pp.21~44 (2005)
- Volkmann, M. J., "Creating professional identity: Dilemmas and metaphors of a first-year chemistry teacher", Science Education, 82(3), pp.293~310 (1998)
- Zacharias, N. T., "The teacher identity construction of 12 Asian NNES teachers in TESOL graduate programs", The Journal of Asia TEFL, 7(2), pp.177~197 (2010)
