(Re)conceptualisation of ELT professionals: academic high school English teachers’ professional identity in Korea

Emotional Development and Construction of Teacher Identity: Narrative Interactions about the Pre-service Teachers’ Practicum Experiences

“…These emotional obstacles have an impact on pre-service teachers' teaching; learning; classroom management; and interactions with students, school mentors, and students' parents (Grudnoff, 2011). Thus, it is reasonable to recognize the influences from or the contributions of the affective domain-the emotional process of the teaching and learning experience-towards the construction of the teachers' identity (Han, 2016;Zembylas, 2004).…”

Development of Professional Identity and Related Metacognitive Thinking Procedures of English Language Teachers Through Spontaneous Collaboration for Pedagogical Problem-Solving

“…They thus designed translationbased group work as an eclectic method; while teaching the third graders the next year, Su-mi focused more on teaching text analysis skills for the KSAT preparation. Pedagogic rigidity caused by such non-coherent national curriculum is also observed in other schools in Korea (Han, 2016(Han, , 2017 as well as in China (Hu, 2002), Japan (Nagatomo, 2012), andVietnam (Van Canh &Barnard, 2009). Such non-coherency can result in teachers experiencing difficulty in forming negotiated goals and strategies that balance their identity-congruent actions and identity verification and can discourage teachers' individual and collaborative endeavors for pedagogical problem-solving.…”

“…Development of PI can be identified through teachers' daily cognitions, emotions and actions (Burke, 2006;Han, 2016Han, , 2017, and that of related metacognition can be grasped through the investigation of teachers' stories about their problem-solving experiences including their cognitive, emotional, and behavioral responses (Akturk & Sahin, 2011;Tobias & Everson, 2002). Thus, the researcher tried to collect a variety of narrative data.…”

Comprehension of the Co-Operation of Professional Identity and Metacognition of English Teachers in Pedagogical Problem Solving

“…Despite its different conceptualisations [ 23 ], the notion of PI seems to have evolved from a construct involving role-centred perception [ 24 ], as one of social identities [ 25 ], to including both social and personal sides of an individual [ 26 , 27 ] and context-related and transformable attributes [ 12 , 28 ], as defined and evolving through teacher interaction in relational contexts [ 11 , 29 , 30 , 31 ]. PI is thus regarded as multiple, (re)constructed, shifted, competing, and negotiated over personal, social, cultural, historical, and political contexts [ 32 , 33 , 34 ]. Comprehension of identity as close to a metacognition [ 35 ] and as an outcome of the engagement of multiple neural networks [ 36 ] adds to the conceptual complexity of PI.…”

“…With a teacher’s multiple affiliations and positions, teacher PI is constituted of several identities, such as person identity, national identity, (subject) teacher identity, and gender identity [ 17 , 33 , 34 , 37 ]. Depending on the contexts, particular identities actively operate [ 12 ] or are prioritised through identity competition [ 17 , 26 , 34 , 37 ].…”