Considering critical roles of teachers in education, an increasing number of studies have investigated language teacher identity. Although many studies have reported nonnative English-speaking teachers’ identity, few studies have explored native English-speaking teachers’ (NESTs’) professional identity. Taking poststructural approaches towards identity, the present study investigated how two NESTs working in Korean universities perceived themselves professionally and how their identities were realized in class. Data were collected through interviews, class observations, and material collections. Findings showed that the NESTs constructed multiple identities differently shaped by various factors, such as previous experiences and college majors. One NEST had identities of a role model for foreign language learning and a caretaker, while the other showed weak identities as a teacher with identities of a writer and a babysitter. Despite such differences, the NESTs commonly manifested an overarching identity as a guide who desired to create safe and comfortable learning environments. These findings confirm close connections between teachers’ professional identity and practices.

1. INTRODUCTION
2. REVIEW OF THE LITERATURE
    2.1. Teacher Identity
    2.2. Language Teacher Identity
3. METHODOLOGY
    3.1. Participants
    3.2. Data Collection
    3.3. Data Analysis
4. FINDINGS
    4.1. Jenn
    4.2. Nick
5. DISCUSSION AND CONCLUSION
REFERENCES

• Hannah Ko(Graduate Student, School of English Language and Literature, Sookmyung Women's University)
• Myonghee Kim(Professor, School of English Language and Literature, Sookmyung Women’s University) Corresponding author