A Gyopo English Teacher’s Professional Identity in an EFL Context
- Authors
- Lee, Jung Won; Kim, Myonghee
- Issue Date
- Sep-2021
- Publisher
- Korea Association of Teachers of English
- Keywords
- Gyopo teacher; Language teacher identity; Teacher professional identity
- Citation
- English Teaching(South Korea), v.76, no.3, pp 85 - 113
- Pages
- 29
- Journal Title
- English Teaching(South Korea)
- Volume
- 76
- Number
- 3
- Start Page
- 85
- End Page
- 113
- URI
- https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/146415
- DOI
- 10.15858/engtea.76.3.202109.85
- ISSN
- 1017-7108
2671-9312
- Abstract
- There is a growing research interest in language teachers’ professional identity. Nevertheless, unlike studies involving the identity of native and non-native English-speaking teachers, few studies analyzed Gyopo English teachers’ identity despite a sizeable body of Gyopo teachers in the Korean educational context. Using post-structural perspectives of identity, this case study analyzed the identities of a Gyopo instructor as an English teacher and how such identities were reflected in classroom practice. Data were collected through interviews, classroom observations, and self-reflective reports written by the participant. Findings reveal that the participant constructed multiple professional identities as a teacher with previous language learning experiences, a bridge-builder, a multitasker, and a teacher who is not a native English speaker but an American, and a replaceable person. While experiencing identity conflicts, she constantly negotiated and renegotiated her multiple, contradictory identities to position herself more favorably. Based on these findings, the present study offers pedagogical suggestions. © 2021 The Korea Association of Teachers of English (KATE).
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