Identity Construction of Korean Non-Regular English Conversation Teachers at Elementary Schools
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초록
Based on the poststructuralist notion of teacher identity, the study aims to explore how non-regular English conversation teachers (non-RECT) negotiate and construct their teacher identity. The data was collected from interviews with two non-RECTs at two elementary schools. The data were analyzed through the constant comparison method to find the themes that describe the teacher identity negotiation process. The findings show that the two non-RECTs identified themselves as outsiders of the school, feeling isolated and marginalized from the regular teacher community. Their lack of credentials in primary school education positioned them as less qualified, which contradicted their own perception of themselves as experienced teachers. The instability of their job status and the constant changes with educational policy led them to negotiate their conflicting identities and reconstruct their imagined identities.
Abstract
Based on the poststructuralist notion of teacher identity, the study aims to explore how non-regular English conversation teachers (non-RECT) negotiate and construct their teacher identity. The data was collected from interviews with two non-RECTs at two elementary schools. The data were analyzed through the constant comparison method to find the themes that describe the teacher identity negotiation process. The findings show that the two non-RECTs identified themselves as outsiders of the school, feeling isolated and marginalized from the regular teacher community. Their lack of credentials in primary school education positioned them as less qualified, which contradicted their own perception of themselves as experienced teachers. The instability of their job status and the constant changes with educational policy led them to negotiate their conflicting identities and reconstruct their imagined identities.
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