Professional Identity Tensions in Korean EFL Student Teachers: A Reflective Journal Analysis

被引：3

作者：

Kudaibergenov, Meerbek ^{[1
]}

Lee, Kilryoung ^{[2
]}

机构：

[1] Hankuk Univ Foreign Studies, Dept TESOL, 107 Imun Ro, Seoul 130791, South Korea

[2] Hankuk Univ Foreign Studies, Dept English Educ, 107 Imun Ro, Seoul 130791, South Korea

来源：

JOURNAL OF ASIA TEFL | 2020年 / 17卷 / 02期

关键词：

Korean EFL student teachers; professional identity; professional identity tensions; reflective journals; CONSTRUCTION;

D O I：

10.18823/asiatefl.2020.17.2.7.414

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

The present study was carried out in response to the lack of investigation into professional identity tensions of EFL student teachers. The study capitalizes on a corpus of 139 reflective journal entries written by 20 Korean EFL student teachers and analyzes the corpus with a specialist analytics program, Leximancer 4.5. It reveals five professional identity tensions that seem to revolve around maintaining a dual identity (e.g., student vs. professional, L2 learner vs. L2 teacher, etc.), thereby underscoring the complex and conflicting nature of EFL teacher candidates' identities. The findings go some way towards contributing to the existing knowledge of tensions experienced by Korean EFL student teachers in their professional identity development and help us better understand what support should be provided to them by teacher education programs.

引用

页码：414 / 427

页数：14

共 43 条

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[2]

[Anonymous], 2018, LEXIMANCER USER GUID

[3]

[Anonymous], 1990, The making of a teacher: Teacher knowledge and teacher education

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