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.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
