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A Study of Native English-Speaking Teachers’ Professional Identity in the Korean University Context

Authors
Ko, HannahKim, Myonghee
Issue Date
Jun-2021
Publisher
Korea Association of Teachers of English
Keywords
Language teacher identity; Native English-speaking teacher; NEST; Teacher identity
Citation
English Teaching(South Korea), v.76, no.2, pp 3 - 23
Pages
21
Journal Title
English Teaching(South Korea)
Volume
76
Number
2
Start Page
3
End Page
23
URI
https://scholarworks.sookmyung.ac.kr/handle/2020.sw.sookmyung/146596
DOI
10.15858/ENGTEA.76.2.202106.3
ISSN
1017-7108
2671-9312
Abstract
Considering critical roles of teachers in education, an increasing number of studies have investigated language teacher identity. Although many studies have reported nonnative English-speaking teachers’ identity, few studies have explored native English-speaking teachers’ (NESTs’) professional identity. Taking poststructural approaches towards identity, the present study investigated how two NESTs working in Korean universities perceived themselves professionally and how their identities were realized in class. Data were collected through interviews, class observations, and material collections. Findings showed that the NESTs constructed multiple identities differently shaped by various factors, such as previous experiences and college majors. One NEST had identities of a role model for foreign language learning and a caretaker, while the other showed weak identities as a teacher with identities of a writer and a babysitter. Despite such differences, the NESTs commonly manifested an overarching identity as a guide who desired to create safe and comfortable learning environments. These findings confirm close connections between teachers’ professional identity and practices. © 2021 The Korea Association of Teachers of English (KATE)
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영어영문학부(대학) (영어영문학부)
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