This study delves into the temporary English teachers’ identities through at their reflective journals and interviews, grounded on Norton’s (2000, 2013) and Wenger’s (1998) conceptions of identity. In taking second/foreign language teacher education course at a TESOL MA program, 16 teachers’ reflective journals and interviews were analyzed qualitatively for emergent themes, in terms of the three modes of belonging in identity formation (Wenger, 1998). The analysis revealed that the participants represented the identities of the controller, the diverse teaching program participant. the teaching activity sharer, the negative future dreamer, and the language expert. Moreover, most of the participants, as non-regular teachers, concerned themselves about their future career as part-timer. To empower non-regular teachers’ voices, this study discussed and suggested how to strengthen temporary teachers’ identity for their professional development.

I. 연구목적 및 필요성
 II. 이론적 배경 및 선행연구
  1. Norton의 정체성
  2. Wenger의 정체성
  3. 교사교육에서 내러티브의 중요성
 III. 연구 방법
  1. 연구 참여자
  2. 연구자의 역할
  3. 연구배경: 교사교육론 강좌
  4. 자료 수집
  5. 자료 분석
 IV. 결과 및 논의
  1. 통제자
  2. 다양한 연수 활동 참여자
  3. 긍정적인 교사들 간 연대자
  4. 부정적인 미래 상상자
  5. 언어전문가
 V. 논의
 VI. 결론 및 제언
 참고문헌
 부록

• 김정인(한국외국어대학교) | Kim, Jung In 제1저자
• 신창옥(호계중학교) | Shin, ChangOk 교신저자