특성화고등학교 초임교사의 정체성 형성과정 탐색

Abstract

This study explored how novice teachers in vocational high schools form and negotiate their professional identity. The research was guided by the question: “How do novice teachers in specialized high schools form their identity as teachers?” Teacher identity in this study was understood not as a fixed attribute but as a dynamic concept constructed through practice, relationships, and interactions within organizational contexts. The participants were seven novice teachers with less than five years of experience working in specialized high schools, and data were collected through semi-structured in-depth interviews. The analysis revealed that identity formation before entering the profession unfolded through the background of entering teaching, awareness and preparation, and exploration of growth directions, while post-entry identity formation developed through initial shock, negotiation within school culture, practice with students, and acceptance of identity. Novice teachers navigated tensions between educational realities and expectations by engaging in “self-negotiated practices,” thereby constructing a negotiated teacher identity. These findings highlight that the specific context of specialized high schools uniquely influences teacher identity and support a relational and practice-oriented understanding of identity. The study underscores the need for context-based approaches to teacher identity formation and suggests practical implications, including the creation of informal teacher communities, provision of meaningful training, and the establishment of policy measures to support novice teachers’ successful transition into the profession.