전문교사의 정체성 및 혁신적인 교수법

Abstract

The study examined the appropriation of innovational instructional approaches in teaching EFL (English as a foreign language) by a group of novice English teachers in South Korea. Taking on a qualitative multiple case study approach, the study used a teacher-identity framework to document interviews over one year to explore ways the focal teachers navigated their teacher identity with innovational language teaching and learning approaches within various secondary school contexts. Findings showed that the appropriation of innovational language teaching and learning approaches informed ways the focal teachers’ were positioned by others as well as positioned the self as a specific type of teacher. Findings also showed that providing space for teachers to explore their desired teacher identity was important in the appropriation of new teaching and learning practices. In particular, data revealed that limited space for teachers to explore their desired teacher identity obstructed the appropriation of new teaching and learning practices. This, in turn, may lead to specific types of teacher identities to become marginalized by others. The study’s results suggest deconstructing the dichotomous labels such as ‘traditional’ and ‘innovational’ teacher. Implications and suggestions for the appropriation of new and innovational teaching and learning practices are discussed.