한국초등학교에서 비원어민 영어교사로 살아가기

• 영문명: Living as non-native English teachers in Korean elementary school contexts: Focusing on teacher identity formation
• 발행기관: 한국영어어문교육학회
• 저자명: 홍영숙(Hong, Young-Suk)
• 간행물 정보: 『영어어문교육』영어어문교육 제19권 제4호, 427~453쪽, 전체 27쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2013.12.30

영문 초록

This paper explores nonnative English teachers' lived experiences, focusing on their English teacher identity formation. They are co-teaching with native teachers in the Korean elementary school contexts. The three participants' shared stories were unpacked, analyzed, and interpreted by narrative inquiry methodology. As a result of the study, five key considerations emerged. First, socially constructed English concept, 'English is an ability and a power', affects on the formation of teachers' English concept and their identities as well. Second, nonnative English teachers form strong 'English learner identity' when they stick to the value of English coming from the social English concept. Third, 'expected English proficiency' for nonnative teachers gives them continuous tension and English learner identity. Fourth, nonnative teacher identities formed depending on their school landscape, particularly on students' levels of English, are very different. Fifth, when they realize true nature of Native English Speaking Assistant Teacher Project, they get free from the tension and struggles coming from English proficiency and the original English teacher identity and the identity of native English teacher trainer are constructed. English concepts for nonnative English teachers are changing over time and place. Accordingly, teacher identity they form is multiple, fluid, and shifting as it is constructed and reconstructed.

목차

Abstract

Ⅰ. 들어가면서

Ⅱ. 연구의 필요성

Ⅲ. 이론적 배경/ 연구 방법

Ⅳ. 연구의 과정

Ⅴ. 연구 참여자

Ⅵ. 연구참여자의 내러티브 풀어내기

Ⅶ. 나가며

참고문헌

키워드

원어민-비원어민영어교사 교사정체성형성 영어관념 협동수업 Native-nonnative English speaking teacher teacher identity formation English concept co-teaching