Earticle

초록

영어

This study aims to explore the professional identity of Korean high school EFL teachers. A total of nine teachers working in an academic high school setting were interviewed and their responses were transcribed for analysis and further interpretation. In particular, how they position themselves as EFL teachers in a high school was examined by thematic analysis of the transcripts of interviews on their perceptions of professional identity roles and their own definitions of professional expertise. The results of the current study indicate that Korean EFL teachers in academic high schools are very likely to experience identity conflicts in their positioning as EFL teachers. The major conflicting features of their identity formation are shown in 1) their perceptions of their professional roles as EFL teachers (a role as a foreign language learner model vs. a role as a proficient English expert) and 2) their perceptions of an ideal English education (content-based English education vs. skill-based English education). The results seem to support the theoretical understanding of the main features of language teachers’ professional identity: They are multiple, shifting, and in conflict. (Jeonbuk Foreign Language High School)

목차

Abstract
 I. Introduction
 II. Literature Review
  2.1. Construction of Teachers’ Professional Identity
  2.2. Previous Studies of Non-Native English Teachers’ Professional Identity
 III. Research Methodology
  3.1. Participants
  3.2. Data Collection
  3.3. Data Analysis
 IV. Results and Discussions
  4.1. Emergent Categories
  4.2. Identity Conflicts
 V. Conclusion
 Works Cited
 Appendix

키워드

저자

• Hyo Seon An [ Jeonbuk Foreign Language High School ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학연구 [Studies on English Language & Literature]

• 간기

  계간

• pISSN

  1226-8682

• 수록기간

  1972~2020

• 십진분류

  KDC 840 DDC 820