Professional Identity Tensions in Korean EFL Student Teachers : A Reflective Journal Analysis

Kudaibergenov, Meerbek; Lee, Kilryoung

doi:10.18823/asiatefl.2020.17.2.7.414

Cited by 5 publications

(2 citation statements)

References 18 publications

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“…This corroborates the insights of Lawrence and Nagashima's (2019) duoethnography where the second author was perceived by their students outside of the native/nonnative dichotomy while institutionally being viewed a non-native speaker of English. This tension, where the institutionalized expectation of a native speaker identity clashed with Leo's true background, aligns with recent research highlighting the complexities and inequalities inherent in the eld of Korean ELT (Kudaibergenov & Lee, 2020, 2022Lee, 2022;Seo, 2023).…”

Section: Discussionsupporting

confidence: 70%

Intersectionality in transnational English teaching: Exploring the dynamics of privilege and disadvantage in Korean ELT

Kudaibergenov

2023

Preprint

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This article explores the niche occupied by transnational English teachers within the context of Korean ELT. Employing intersectionality theory as an analytic framework, the study examines the experiences of Leo (pseudonym), a German national who taught English in Korea circumventing legal restrictions against non-native English-speaking teachers. Through an analysis of Leo's narrative, this research elucidates the complex dynamics of privilege and disadvantage prevalent in the Korean ELT industry. The findings underscore the significance of nationality, race, and marital status in securing a teaching position, revealing a persistent preference for Caucasian teachers and the perpetuation of White supremacy in ELT. Leo's experiences shed light on broader issues of power imbalances, exploitation, and identity tensions that transnational teachers encounter. These findings contribute to a nuanced understanding of the niche occupied by transnational English teachers and provide insights for the development of inclusive and equitable policies and practices in foreign language education.

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Section: Discussionsupporting

confidence: 70%

Intersectionality in transnational English teaching: Exploring the dynamics of privilege and disadvantage in Korean ELT

Kudaibergenov

2023

Preprint

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“…As posited by Kudaibergenov and Lee (2020), EFL student teachers often experience tensions in their dual identities between being a person and being a professional. Such tensions, if not balanced well, may cause them to function less effectively and confidently in their job.…”

mentioning

confidence: 99%

Promoting Professional Identity Among Pre-Service English Teachers Through Teacher Camps

Hidarto¹,

Christine²

2021

TEFLIN

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With a mission to enhance the quality of EFL teachers, the Regional English Language Office (RELO) of the U.S. Embassy in Indonesia has conducted a pre-service teacher camp where practical teaching innovations are taught alongside reflective practices and the development of social and intercultural competences. This paper aims to examine how the participants, who are pre-service language teachers, perceived their professional identity as potential EFL educators after attending Camp EPIC and to what extent the program contributed to this process of professional identity formation. The study employed a mixed-methods survey where a total of 45 participants of Camp EPIC 2018 were purposively selected. They were asked to provide descriptions of themselves as teachers before and after the teacher camp, which were then analysed qualitatively using thematic analysis. As for the quantitative data, a set of thirty-three Likert-scale items were examined using Principal Component Analysis (PCA). The triangulated data indicated that the participants’ perception was positively altered after the camp. While some mentioned that they were more resourceful and creative with teaching ideas, others showed a higher level of self-efficacy concerning their competence. These changes could be attributed to four major features of the camp: reflection, feedback, resource exploitation, and collaboration.

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Intersectionality in Transnational English Teaching: Exploring the Dynamics of Privilege and Disadvantage in Korean ELT

Kudaibergenov

2023

Asia-Pacific Edu Res

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Professional Identity Tensions in Korean EFL Student Teachers : A Reflective Journal Analysis

Cited by 5 publications

References 18 publications

Intersectionality in transnational English teaching: Exploring the dynamics of privilege and disadvantage in Korean ELT

Intersectionality in transnational English teaching: Exploring the dynamics of privilege and disadvantage in Korean ELT

Promoting Professional Identity Among Pre-Service English Teachers Through Teacher Camps

Intersectionality in Transnational English Teaching: Exploring the Dynamics of Privilege and Disadvantage in Korean ELT

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