Building on poststructuralist perspectives on identity, this study presents a qualitative meta-synthesis of English teacher identity across primary and secondary school contexts in Korea. Drawing on 12 qualitative studies, it synthesizes findings on teachers’ ideal identities, the factors shaping identity construction, and the processes through which identities are negotiated in practice. The results reveal distinct identity orientations across contexts: primary school English teachers tend to foreground care and relational engagement, whereas secondary school English teachers emphasize subject expertise, instructional innovation, and professional agency. Across both contexts, teacher identity is conceptualized as a dynamic, socially situated, and continuously reconstructed process shaped by the interplay of personal, institutional, and societal factors. The findings indicate a recurring pattern of identity development, moving from idealized self-images toward negotiation and reconstruction. By highlighting the mediating roles of teacher agency and professional learning communities, this study offers implications for context-sensitive teacher education and identityoriented professional development.

I. 서론
II. 이론적 배경
III. 연구 방법
    1. 연구 절차
    2. 분석 대상
    3. 자료 분석
IV. 연구 결과 및 논의
    1. 초·중등 영어교사의 교사 정체성 인식
    2. 초·중등 영어교사 정체성 형성에 영향을 미치는 요인
    3. 초·중등 영어교사들의 정체성 형성 과정
V. 결론 및 제언
참고문헌

• 김신혜(계명대학교) | Kim Shin-Hye