Earticle

초록

영어

This study explored the identity of five expatriate professors at a Christian graduate school in the Philippines and the factors that influenced their teacher identity formation. The participants’ narratives of personal, professional, and cross-cultural experiences were analyzed based on Poole’s (2020) international school teacher identity framework. Data were collected over a period of nine months through semi-structured interviews and repeated follow-up Zoom meetings and email correspondence. The findings demonstrated that the participants enjoyed being educators, a profession in which they identified themselves as facilitators who guided the academic journeys of students, contributors who created positive learning atmospheres and developed leaders, ethical role models, missionaries, and learners of different cultures and areas of study. Their childhood experiences in Christian schools, significant figures, intercultural experiences, and Christian faith were factors that affected how they shaped their teacher identities.

목차

Ⅰ. Introduction
Ⅱ. Literature review
A. Identity in the era of globalization and migr
B. Expatriate teacher identity
C. Conceptual framework: International school teacher identity framework
Ⅲ. Research methods
A. Narrative inquiry
B. Research site and participants
C. Data collection and analysis
Ⅳ. Findings
A. Identified identities
B. Factors in the formation of identity
Ⅴ. CONCLUSION
References
Abstract

키워드

저자

• Haemin Jun [ Lecturer, Sahmyook University ]
• Hohsung Choe [ Professor, Hankuk University of Foreign Studies ]

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  영어영문학21 [English21]

• 간기

  계간

• pISSN

  1738-4052

• 수록기간

  1967~2025

• 등재여부

  KCI 등재

• 십진분류

  KDC 840 DDC 820