The Construction of Teacher Identity:A Narrative Inquiry of a Korean English Teacher

• 발행기관: 한국외국어교육학회
• 저자명: Sae Saem Yoon
• 간행물 정보: 『Foreign Languages Education』Vol.24 No.1, 67~103쪽, 전체 37쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2017.03.30

영문 초록

This qualitative study, grounded in the sociocultural perspective, attempts to explore a Korean English teacher’s identity construction by employing a self-study, through narrative inquiry. As a self-study, the participant, Sofia, will also be the researcher. Data from her teacher life story narrative and reflective journals were analyzed to see how she reconstructs her identity through reflection of her own experiences. The study revealed four major themes showing the identity formation of the participant: (1) identity formation by resisting identity assumptions or stereotypes; (2) identity formation through influence of context; (3) identity formation through previous learning experiences; and (4) identity formation through conceptualizing teacher as professional. Based on these findings, the present study generates implications for teacher education practice and future research.

목차

I. Introduction

II. Literature Review

III. Methodology

IV. Results and Discussion

V. Conclusion

References

키워드

교사 정체성 영어교사 정체성 정체성 형성 내러티브 탐구 셀프스터디 Teacher identity English teacher identity identity formation narrative inquiry self-study