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
DOI: https://doi.org/10.15738/kjell.19.2.201906.262

초등영어교사의 교사교육가로서의 인식 및 정체성 발달

안경자
교수, 서울 서초구 서초중앙로 96 서울교육대학교 영어교육과 kjahn@snue.ac.kr
Perceptions and identity development of elementary English teachers as teacher educators
Ahn, Kyungja

Abstract

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.

Keywords:

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

Acknowledgments

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

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