As emphasis has increased on English as an international language and on the globalized image of universities, the number of native English speaker teachers (NETs) has also increased in Korean universities. From the poststructuralist view, teacher identity is constructed through participation in valued activities of the community of practice, and it is not fixed but constantly negotiated through the interaction of the context (Wenger, 1998). While previous studies focused on nonnative English speaker teachers’ identity construction, little attention has been paid to NETs in the EFL context. Considering the need to explore teacher identity from recent theoretical perspectives, the present study investigates how NETs negotiate conflicting identities and construct their teacher identities in the Korean university context. The findings show the NETs constructed multiple identities of an English educator, a collaborative volunteer, a non-tenured instructor, and a cultural and linguistic outsider, and they legitimize their professor identity through their participation in the present and imagined community of competent teachers. The findings support the claim that teacher identity is embedded in the sociocultural context that interacts with the individual agency in making sense of who they are. Implications and suggestions of the study are addressed based on the findings.

1. INTRODUCTION
 2. LITERATURE REVIEW
  2.1. Teacher Identity
  2.2. Communities of Practice
  2.3. Empirical Studies on Teacher Identity Construction
 3. METHOD
  3.1. The Research Context
  3.2. The Participants
  3.3. Data Collection
  3.4. Data Analysis
 4. FINDINGS
  4.1. Engagement
  4.2. Imagination and Alignment
 5. DISCUSSION AND CONCLUSION
 REFERENCES

• Shinhye Kim(Keimyung University)