This paper explores possibilities of using language learning autobiographies as a form of identity texts in order to produce suggestions for critical teacher education. Specifically, we examined what insights we might gain by reframing Korean pre-service teachers’ autobiographies as a form of identity texts to develop reflective teachers, who affirm their identities and language learning histories. We thematically analyzed autobiographical reflection papers on English learning experiences of 73 undergraduate students enrolled in a compulsory elementary English education course at a public university in South Korea. The analysis revealed the predominance of referral to English private education experiences and a sense of linguistic insecurity felt by these pre-service teachers, who would later teach in public schools. Based on these findings, we provide suggestions for critical teacher education to foster critical language awareness and identity investment for the students. We conclude that language learning autobiographies, while incorporating characteristics of identity texts, might be a useful tool for critical pedagogies.

In this paper, we explore how English language teacher education could be envisioned in different ways if one were to adopt a ‘social’ approach toward English language education. More specifically, drawing on our experience, which we gathered as Korean faculty members of two Canadian universities, with the help of reflexive inquiry, we highlighted the importance of fostering critical intercultural competence among language teachers. Focusing on a small-scale case study of Korean teacher candidates who participated in a short-term community-based service learning in Canada, our analysis examines how to train English teachers to develop their own intercultural understanding through experiential learning activities, so they can better develop intercultural competence among their students. We argue that a critical understanding of linguistic and cultural diversity is an essential component of English language teacher education in increasingly diverse EFL classrooms across South Korea in the era of globalization, transnationalism, and multilingual/ multiculturalism.

This study aims at exploring the theoretical perspectives and research related to second language teacher identities. In particular, this paper focuses on the studies on the identities of English teachers in the Korean educational system. Major findings are as follows: First, based on the previous literature on teacher identities, teacher identities are defined as dynamic, multidimensional, and changing, as they continuously interact with individual, social, and cultural contexts. Second, it was found that studies have focused on (1) the meta-analyses of English teacher identities, (2) native-speaking English teacher identities, (3) the identities of non-native-speaking English teachers co-teaching with native-English-speaking teachers, (4) the identities of non-native-speaking English teachers including pre- and in-service teachers, and (5) teacher identity development through teacher education activities. Lastly, this paper brings up issues and suggestions on the formation and development of English teacher identities. It also offers directions for the future research on professional identities of second language teachers.

이 연구는 사례중심대학의 보육교사 양성과정별(유아교육과, 사회복지과, 언어재활과)로 진입동기와 전문성 등 교직관의 차이를 알아보는 연구이다. 이를 위해 보육교사양성과정별로 보육교사직을 지원하는 동기와 재학생들이 생각하는 보육교사직을 질문내용으로 하여 의견을 수집하였다. 또한 이를 위한 분석방법으로 빈도분석, 백분율, 독립2표본, t-검증, One-way ANOVA, Turkey 사후분석 등으로 조사하였다.

In the dearth of pre-service and in-service teacher education in gifted education, particularly in foreign language education, teachers have difficulty in learning theory and principle. This study describes the secondary teachers" perception of gifted education in foreign language after they participated in a teacher training program. The research questions are: 1) How did the teachers perceive gifted education?; and 2) Did the teacher training program influence the teachers" perception of gifted education? If so, in what ways did it influence the teachers? The data include surveys of the 21 teachers, their class assignments and observations. This qualitative case study indicates despite the teachers" initial negative perception of gifted education, the program helped them see it in a renewed perspective. Briefly, through the program, the teachers familiarized themselves with the basic theory and principle in gifted education. More importantly, they gained hands-on experience by discussing various issues in gifted education and creating class materials. The study concludes with pedagogical implications.

대화일지 쓰기는 학습자와 교사 간에 자연스럽게 의사소통을 할 수 있는 장이다. 대화일지를 통해 학습자는 부담감 없고 자유롭게 자기 생각을 표현하고 교사는 학습자의 글을 피드백해 줄 수 있다. 본고에서는 대화일지 쓰기를 통해 교사의 피드백 유형이 학습자의 쓰기 능력에 어느 정도 효과가 있는지 살펴보고 대화일지가 학습자의 쓰기 학습에 대한 자신감, 불안감, 부담감에 어떤 영향을 주었는지를 실험을 통해 밝혀 보고자 하였다. 실험은 8주 동안 중급과정에서 한국어를 배운 15명을 대상으로 하였다. 그 결과 대화일지 쓰기를 통한 교사의 피드백이 학습자의 쓰기 능력과 불안감 감소에 어느 정도 효과가 있었음을 알 수 있었다. 이 중 쓰기 능력에서는 대화일지를 통한 형태 중심․의미 중심의 피드백이 기존의 직접적인 피드백보다 담화 구성 능력 향상에 긍정적인 영향을 주었음을 알 수 있었다.