Exploring the Complexities of Professional Identity Formation Among English Teachers at a Korean University

This study explored the perceptions of professional identity among three English teachers from diverse academic disciplines at a Korean university. The teacher participants were chosen based on their diverse sociocultural and academic backgrounds that created a small yet diverse sample of cases. Furthermore, each of them possessed a minimum of 10 years of teaching experience. This extensive experience enabled them to engage in profound reflections regarding the development of their professional identities through the lens of these experiences. Taking a poststructuralist approach, we utilized semi-structured interviews, class observations, and course-related documents to delve into the professional identity formation process and the factors influencing their identity formation. Our findings underscore that professional identity construction is an intricate process, shaped by sociocultural and institutional dynamics. Specifically, two dominant factors emerged: the implications of "native speakerism" and the distinctions between tenure and non-tenure academic tracks. These insights contribute to a deeper understanding of professional identity complexities among English instructors in Korean higher education institutions. Understanding how English teachers at a Korean university see themselves as professionals and the challenges they encounter during this processThe study aims to explore how three English teachers from diverse academic and sociocultural backgrounds, working at a Korean university, perceive themselves in their professional roles as English teachers. The researchers were curious to understand the factors that influenced the focal participants' self-perceptions as English teachers and how they navigated these factors in shaping their professional identities. To capture the complexity of teachers' experiences and perspectives on their professional identities, the researchers conducted interviews and collected course-related documents. They also observed participants' classes to verify the credibility of their self-described professional identities. The findings reveal that a teacher's professional identity is shaped by a variety of factors stemming from their workplace and the broader societal context. The researchers identified two significant factors in particular: the pervasive belief that being a native English speaker is inherently superior and the distinctions between tenured and non-tenured teaching positions. While this study provides valuable insights into the complexities of teacher identity in Korean universities, it is important to note that the study focused on only three English teachers in a single university in Korea. As such, the findings may not be universally applicable. Furthermore, the self-perception of being an English teacher is a multifaceted concept, so the study may not have captured all the intricacies involved in these teachers' professional identities.