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Teacher Identity as Pedagogy in an EMI Course at a Korean University KCI 등재 SCOPUS

  • 언어ENG
  • URLhttps://db.koreascholar.com/Article/Detail/377963
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영어교육 (English Teaching)
한국영어교육학회 (The Korea Association of Teachers of English)
초록

This study investigates how two teachers’ identities are negotiated in a situated educational context and how this affects the formation of student identities in an English mediated instruction (EMI) course. Since learning is defined as negotiation of identity there has been increasing research on teacher identity as pedagogy because the teacher’s identity is a major factor in managing the negotiation with students. This study looks at how the teachers’ cultural, socio-political, and educational philosophical identities are negotiated in the locally situated classroom and how these identities influence Korean university students in the formation of their identities. The results of the study comprise two sections. The teachers’ identity is discursively constructed in local socio-cultural discourse practice, and the teacher identity works as pedagogy. The other result shows that the teachers’ various identities serve as role models for students in their negotiations as they take up, resist, and shift between different identities. This study also suggests some implications for the use of the teacher education regarding identity.

목차
Abstract
1. INTRODUCTION
2. LITERATURE REVIEW
3. RESEARCH DESIGN
4. RESULTS AND DISCUSSION
5. CONCLUSION AND IMPLICATIONS
REFERENCES
저자
  • Young Mi Kim(Duksung Women's University)