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A Meaning-Making Journey Toward Transformation: A Korean English Language Teacher’s Identities

  • Modern English Education
  • Abbr : MEESO
  • 2018, 19(4), pp.39-49
  • DOI : 10.18095/meeso.2018.19.4.39
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Published : November 30, 2018

Soon-Bok Park 1

1경일대학교

Accredited

ABSTRACT

This qualitative research explores how a Korean English language teacher’s identities have been constructed by delving into her perceptions on herself and her teaching as a language teacher, and examines how these perceptions contribute to her professional development. The participant teacher who was selected has been teaching for more than 20 years, and she is self-identified as a critical language teacher who has critical perspectives on education. Three methods were used for data collection: in-depth interviews, class observations, and the researcher’s field notes. The data was mostly collected in 2011 and then supplemented and reinforced in 2016 as the researcher resumed thinking over teacher identity and transformative learning theories. The data was analyzed based on the grounded theory, and key findings were discovered through coding processes. The participant teacher’s identities have been constructed with perceptions of herself as a text, a reflective practitioner, and of her teaching as a meaning-making process towards a change. The results are discussed with concepts of transformative teaching, and implications on teacher education programs in the Korean English language teaching field are suggested.

Citation status

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