The Korean Association for the Study of English Language and Linguistics
[ Article ]
Korea Journal of English Language and Linguistics - Vol. 19, No. 2, pp.262-288
ISSN: 1598-1398 (Print)
Print publication date 30 Jun 2019
Received 15 Apr 2019 Revised 10 Jun 2019 Accepted 17 Jun 2019

초등영어교사의 교사교육가로서의 인식 및 정체성 발달

교수, 서울 서초구 서초중앙로 96 서울교육대학교 영어교육과
Perceptions and identity development of elementary English teachers as teacher educators
Ahn, Kyungja


Ahn, Kyungja. 2019. Perceptions and identity development of elementary English teachers as teacher educators. Korean Journal of English Language and Linguistics 19-2, 262-288. This paper aims to investigate the perceptions and identities of elementary English teacher educators who are elementary teachers. It also examines the development of their teacher educator identities and the factors that affected their identities. The participants were five in-service elementary teachers who were doctoral candidates majoring in elementary English education. Autobiographic essays, reflective journals, and interviews were collected and qualitatively analyzed using content analysis. The findings are as follows: First, the teacher educators perceived teacher education as sharing ELT experience and knowledge with teacher learners based on their needs. The teacher educators felt more burden for teaching in-service teachers rather than pre-service teachers. Second, teacher educators displayed teacher, learner, researcher, and leader identities. Third, the teacher educators went through three different stages including the initial, implementation, and expansion stages. Lastly, teacher educator identities were affected by various factors such as teacher learners’ reaction and feedback, peer teacher educators’ empathy and collaboration, conversion of theory and practice in graduate programs, and substantial assistance from in-service teacher training programs. The findings revealed the importance of human and institutional mediation in elementary English teachers’ teacher educator identity development. Further important implications regarding English teacher educator identities, English teachers’ professional development, and English teacher education are discussed.


English teacher, teacher educator, teacher educator identity, second language teacher education, elementary English


이 논문은 2016년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임(NRF-2016S1A5A2A01027282).


  • 김신혜(Kim, S. H.). 2014. ESL/EFL 환경의 원어민-비원어민 영어교사의 정체성 연구에 대한 고찰(A review of teacher identity research on native and nonnative English teachers in ESL/EFL contexts). ≪교사교육연구≫(Teacher Education Research) 53-2, 334-349.. []
  • 김영미, 정성희(Kim, Y. M. and S. H. Cheong). 2012. 상호협력적 교수 전문성 개발 모임이 교수 자아정체성과 커리큘럼 운영에 미치는 영향(The effect of collaborative teacher development meeting on constructing teacher identity and developing a college English curriculum). Foreign Languages Education 19-4, 399-424..
  • 신동일, 박성원(Shin, D-I. and S-W. Park). 2013. 언어교육 분야의 정체성 연구에 관한 경향성 탐색: 후기구조주의 관점을 중심으로(A trend analysis of research papers on identity in language education: From the perspectives of post-structuralistic theory). ≪사회언어학≫(The Sociolinguistic Journal of Korea) 21-1, 99-127..
  • 안경자(Ahn, K.). 2014. 제2언어 교사의 정체성 연구: 한국의 영어교사를 중심으로 (Research on second language teacher identity: Focusing on English teachers in South Korea). ≪외국어교육연구≫(Foreign Language Education Research) 17, 61-85..
  • 안경자(Ahn, K.). 2017. 초등영어교사의 교사연구자로서의 인식 및 정체성(Perceptions and identities of elementary English teachers as teacher-researchers). ≪한국초등교육≫(Korean Journal of Elementary Education) 28-1, 277-292.. []
  • 안경자(Ahn, K.). 2018. 초등영어 예비교사 정체성 및 이에 영향을 미치는 요인: 현직교사의 관점에서(Pre-service elementary English teacher identities and factors that affect them: Perspectives from in-service teachers). ≪영어학≫(Korean Journal of English Language and Linguistics), 18-4, 556-579.. []
  • 홍영숙(Hong, Y-S.). 2013. 한국초등학교에서 비원어민 영어교사로 살아가기: 교사정체성 형성을 중심으로(Living as non-native English teachers in Korean elementary school contexts: Focusing on teacher identity formation). ≪영어어문교육≫ (English Language and Literature Teaching) 19-4, 427-453..
  • Burns, A. and J. C. Richards, eds. 2009. The Cambridge Guide to Second Language Teacher Education. New York: Cambridge University Press..
  • Butler, B. M., E. Burns, C. Frierman, K. Hawthorne, A. Innes and J. A. Parrott. 2014. The impact of a pedagogy of teacher education seminar on educator and future teacher educator identities. Studying Teacher Education 10(3), 255-274.. []
  • Choe, H. 2008. Korean nonnative English speaking teachers’ identity construction in the NS-NNS dichotomy. English Language and Linguistics 26, 109-127.. []
  • Creswell, J. W. 2003. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 2nd ed. Thousand Oaks, CA: Sage..
  • Davies, B. and R. Harré. 1999. Positioning and personhood. In R. Harré and L. van Langenhove, eds., Positioning Theory 32-52. Oxford: Blackwell..
  • Day, C., G. Stobart, P. Sammons and A. Kington. 2006. Variations in the work and lives of teachers: Relative and relational effectiveness. Teachers and Teaching: Theory and Practice 12(4), 169–192.. []
  • Farrell, T. S. C. 2011. Exploring the professional role identities of experienced ESL teachers through reflective practice. System 39(1), 54-62.. []
  • Firth, A. and J. Wagner. 1991. On discourse, communication, and some fundamental concepts in SLA research. The Modern Language Journal 81(3), 286-300.. []
  • Gee, J. 1999. Introduction to Discourse Analysis. London: Routledge..
  • Golombek, P. R. and K. E. Johnson. 2004. Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second language teachers’ development. Teachers and Teaching: Theory and Practice 10(2), 307-327.. []
  • Jeon, J. 2009. Non-native English speaking teachers’ identity: Review of relevant studies and critical issues for future studies. Modern English Education 10(1), 20-45..
  • Johnson, K. E. 2009. Second Language Teacher Education: A Sociocultural Perspective. New York: Routledge.. []
  • Kim, M. 2010. A narrative inquiry of a Korean English teacher’s first journey through co-teaching. English Teaching 65(4), 179-207.. []
  • Kim, S. 2011. “I am not an entertainer”: A native speaker teacher’s identity construction. Journal of the Korea English Education Society 10(3), 51-70.. []
  • Kim, S. 2012. Living as a welcomed outsider: Stories from native speaker teachers in Korea. Korean Journal of Applied Linguistics 28(2), 27-58.. []
  • Kim, Y. M. 2013. Teacher identity as pedagogy in an EMI course at a Korean university. English Teaching 68(3), 85-107.. []
  • Klecka, C. L., K. J. Venditti, L. Donovan and B. Short. 2008. Who is a teacher educator? Enactment of teacher educator identity through electronic portfolio development. Action in Teacher Education 29(4), 83-91.. []
  • Lee, H. 2010. Analyzing the effects of collaborative action research from the teacher identity perspective. English Teaching 65(1), 161-188.. []
  • Lee, S. 2009. Primordial teacher identity of native English speaking teachers. Holistic Educational Research 13(3), 157-172..
  • Lim, H.-W. 2011. Concept maps of Korean EFL student teachers’ autobiographical reflections on their professional identity formation. Teaching and Teacher Education 27(6), 969-981.. []
  • Lincoln, Y. S. and E. G. Guba. 1985, Naturalistic Inquiry. Beverly Hills, CA: Sage.. []
  • McDonough, S. and R. Brandenburg. 2012. Examining assumptions about teacher educator identities by self-study of the role of mentor of pre-service teachers. Studying Teacher Education 8(2), 169-182.. []
  • Miller, J. M. 2009. Teacher identity. In A. Burns and J. C. Richards, eds., The Cambridge Guide to Second Language Teacher Education, 172-181. Cambridge: Cambridge University Press..
  • Newberry, M. 2014. Teacher educator identity development of the nontraditional teacher educator. Studying Teacher Education 10(2), 163-178.. []
  • Norton, B. 1997. Language, identity, and the ownership of English. TESOL Quarterly 31(3), 409-429.. []
  • Park, L. E. 2014. Shifting from reflective practices to reflexivity: An autoethnography of an L2 teacher educator. English Teaching 69(1), 173-198.. []
  • Pavlenko, A. 2003. “I never knew I was a bilingual”: Reimagining teacher identities in TESOL. Journal of Language, Identity, and Education 2(4), 251-268.. []
  • Singh, G. and J. Richards. 2006. Teaching and learning in the language teacher education course room. RELC 37(2), 149-175.. []
  • Tsui, A. 2007. Complexities of identity formation: A narrative inquiry of an EFL teacher. TESOL Quarterly 41(4), 657-680.. []
  • Varghese, M. 2006. Bilingual teachers-in-the-making in Urbantown. Journal of Multilingual and Multicultural Development 27(3), 211-224.. []
  • Varghese, M., B. Morgan, B. Johnston and K. Johnson. 2005. Theorizing language teacher identity: Three perspectives and beyond. Journal of Language, Identity, and Education 4(1), 21-44.. []
  • Vygotsky, L. S. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard University Press..
  • Young, J. R. and L. B. Erickson. 2011. Imagining, becoming, and being a teacher: How professional history mediates teacher educator identity. Studying Teacher Education 7(2), 121-129.. []