NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1136965
Record Type: Journal
Publication Date: 2017
Pages: 21
Abstractor: As Provided
Reference Count: 64
ISBN: N/A
ISSN: ISSN-1354-0602
Conceptualisation of English Teachers' Professional Identity and Comprehension of Its Dynamics
Han, Insuk
Teachers and Teaching: Theory and Practice, v23 n5 p549-569 2017
This study attempts to conceptualise English teachers' professional identity based on an understanding of identity in a socio-psychological framework, and thereby reveal the attributes and dynamics of professional identity by investigating Korean English teachers' cognitive, emotional and behavioural responses to their national English curriculum and related policies. Based on a narrative approach within the qualitative research framework, three modes of narrative were used for data gathering and analysis. Two in-depth interviews were conducted and responses to descriptive questionnaires and metaphor production of a teacher-self required of five academic high school English teachers. Examination of those data disclosed that seven different identities constitute their professional identity, and these identities and their meaning systems interplay within a self, as well as interact with an English language teaching environment. Conceptualisation of English teachers' professional identity and comprehension of its dynamics may help policy-makers or curriculum designers comprehend the mechanisms and rationales of policy success or failure in relation to teacher roles and values, and furthermore will provide several implications to consider for successful curriculum reform.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Korea