Reflexive English teacher identity development in South Korea
MetadataShow full item record
This research was designed and conducted regarding particularities of beliefs about English teachers, English education fever, English educational policy, and English teacher education curriculum in South Korea (Korea). The study aimed to understand the particular Korean sociocultural context regarding English classrooms and Korean English teachers (KETs)’ identities based on their own opinions and lived experiences. Furthermore, I suggest critical performative pedagogy (CPP) as a powerful tool to analyze the issues in English classrooms and find possible resolutions which can serve as an alternative professional development model for KETs. The research findings are described in three independent yet inter-related articles. In the first article, we found several critical issues for the co-teaching of native English-speaking teachers (NESTs) and KETs in Korea based on their narratives on previous teaching experiences. The findings suggested that more practical teacher training sessions and discussions related to co-teaching English classes be provided to both NESTs and KETs to resolve these issues. In the second article, I explored the Korean English classroom discourse and KETs’ non-native English-speaking teacher (NNEST) identities found in the critical discourse analysis of enacted role-playing through CPP. The analysis illuminated the problems the KETs face pertaining to classroom interactions that produce marginalized English learners and deficit English teacher identities. However, this action research study also supported focal KETs to find ways to reframe the existing discourse by approaching the problematic situation from a different cultural framework. In the third article, I focused more on the pedagogical design of CPP, which can potentially be used as means for alternative professional development for KETs. From the CPP practice with a group of four pre-service KETs, I found that reflexive, supportive, and transformative aspects were essential elements in the CPP practice for KETs. All three articles together showed the relation of English classrooms and particularly the Korean sociopolitical context. As a conceptual framework, reflexivity enabled the researchers and teachers to reflect critically on their own experiences in relation to others, especially social discourses. I found the potential of this tool to be used for promoting the reflexivity of many English teachers and teacher educators.
Showing items related by title, author, creator and subject.
Lee, Jeehae (uga, 2010-12)In spite of the increasing need for more teachers from similar cultural and linguistic backgrounds with English Language Learners in the U.S. schools, there has been little research on the experiences of immigrant teachers. ...
Causey, Kelly Katherine Nagle (uga, 2010-12)The purpose of this study was to examine the perspectives of five elementary principals related to the issues and barriers they have encountered when working with marginal teachers. Moreover, this study sought to determine ...
Lawrence, Molly Noelle (uga, 2007-08)Learning to teach is a complex endeavor that scholars have begun to explore in new ways. These approaches diverge from investigations exploring the connection between the cognitive dimension (i.e., teacher knowledge and ...