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A Systematic Review on the Identity of Korean English Teachers as Non-native English Speakers
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체계적 문헌고찰을 통한 한국인 비원어민 영어교사의 정체성 연구

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Type
Academic journal
Author
Journal
FOREIGN STUDIES CENTER 외국학연구 외국학연구 제46호 KCI Accredited Journals
Published
2018.1
Pages
99 - 128 (30page)

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A Systematic Review on the Identity of Korean English Teachers as Non-native English Speakers
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Research history (2)

2019

A Systematic Review on the Identity of Korean English Teachers
황은선 2019.01 Thesis

2018

A Systematic Review on the Identity of Korean English Teachers as Non-native English Speakers
Hwang ,  Eunsun ,  이현주 외국학연구 2018.01 Academic journal
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The study aims to explore identity issues of non-native Korean teachers of English in elementary, middle and high schools. It also investigates the influence of co-teaching with native English teachers on Korean teachers’ identity. Out of 8 different databases, initially 2,618 studies were identified, and the final 7 studies were included in accordance with eligibility criteria for systematic review. As a result, this study has shown that teachers negotiate their identities according to the contexts of social, pedagogical, and personal experiences. In addition, the power distribution between Korea regular teachers and foreign teachers affects their identity formation and teacher performances. Lastly, it has demonstrated that teachers’ qualification, pedagogical contents knowledge, and class management skills are important aspects which lead to a successful English class rather than teachers’ English proficiency. Therefore, this study shows that native English speakers are not necessarily better teachers and that other variables can be more important factors in English teaching. Also, Korean English teachers can improve their teaching efficacy and build up capable teacher identities.
#Teacher identity #Non-native English teacher #Teacher efficacy #Systematic review

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