This study utilized narrative inquiry, a qualitative research methodology, in order
to delve into the characteristics, meaning, and the identity development process of
Korean language school teachers working overseas. The research questions to
achieve this are as follows. First, what ...
This study utilized narrative inquiry, a qualitative research methodology, in order
to delve into the characteristics, meaning, and the identity development process of
Korean language school teachers working overseas. The research questions to
achieve this are as follows. First, what were the development process and
characteristics of teacher identities? Second, what were the measures and changes
that took place in order to overcome identity crisis issues? Third, what deeper
meanings could be found from being a Korean language school teacher?
In-depth interviews with three Korean language school teachers took place and
data analysis was conducted via a comprehensive analysis process based on the
practical eclecticism proposed by Youngcheon Kim (2016). The in-depth interviews
were reviewed repeatedly and three themes and eight categories were deduced
through three coding sessions.
The first theme of ‘the development process of Korean language school teacher
identities’ defines identity crises and chaotic moments within teachers’ lives as
‘identity conflict’, the pre-conflict period as ‘identity emergence’, and the
post-conflict period as ‘identity negotiations’. Specifically, the subjects’ teacher
identities first emerged when they became teachers. The subjects commonly
identified the need for identity education for their own children while raising them
overseas and their interest in other overseas children as the central motivation that
led them to become Korean language school teachers. Their identity as ‘a mother’
allowed them to address issues from a ‘motherly point of view’ and they
considered themselves to be role models and ‘multi-educators’ of the students, and
therefore their teaching involves not only the Korean language but cultural and
character education. Identity conflict could be attributed to the difficulties adjusting
to being an educator. Such difficulties include learning gaps between students,
difficulties of teaching children, extracurricular difficulties such as being overloaded
with counsel duties, Korean language teacher training, lack of satisfaction for
seminar programs, conflicts with other teachers, etc. These conflicts coincided with
repetition and accumulation of 'identity negotiations' process. The identity
negotiation process was put into practice by trial and error with the goals of
fulfilling educators’ responsibilities and showing affection toward the children.
Furthermore, the teachers were in constant pursuit of finding newer and better
educational programs in order to motivate their students.
The second theme of ‘characteristics of teacher identity development process’
showed that the subjects’ conflicts naturally led to ‘identity negotiations’ which
were repeating and accumulating over the periods. The pressure of serving more
roles than just a teacher was common among the subjects but they also felt these
pressures are common for Korean language school teachers and considered
themselves to be evolving beings that grew with the children through constant
learning.
The third theme of ‘deeper meanings of being a Korean language school teacher’
could be broken down into pride, pledges, and anticipation. The subjects shared
their experiences of personal growth as well as their development as teachers, and
the integral emotion among them was a ‘motherly mind’. Furthermore, increased
interest and appeal toward the Korean language itself was found and the subjects
developed various aspirations about the language and their schools that involve
concrete and proactive plans and actions.
This study possesses follow distinctive features. Qualitative studies about Korean
language school teachers are rare and this study set out to delve into their identity
development process via narrative inquiry. Through the findings from the identity
development process and its characteristics, a deeper understanding of Korean
language school teachers was reached, which provided information needed by the
Korean language school teachers to make suggestions for improvements.
Additionally, the proper roles of Korean language school teachers overseas, their
understanding of those roles, and potential conflicts were identified through
identity negotiations and repeated and accumulated conflicts during the teacher
identity development processes, emphasizing the role and value of Korean language
school teachers overseas. Thus, the findings of this study deduced from the
detailed narratives of Korean language school teachers and the development
process of their identities could prove to be a significant reference for the
operation of Korean language schools overseas.
This study utilized narrative inquiry, a qualitative research methodology, in order
to delve into the characteristics, meaning, and the identity development process of
Korean language school teachers working overseas. The research questions to
achieve this are as follows. First, what were the development process and
characteristics of teacher identities? Second, what were the measures and changes
that took place in order to overcome identity crisis issues? Third, what deeper
meanings could be found from being a Korean language school teacher?
In-depth interviews with three Korean language school teachers took place and
data analysis was conducted via a comprehensive analysis process based on the
practical eclecticism proposed by Youngcheon Kim (2016). The in-depth interviews
were reviewed repeatedly and three themes and eight categories were deduced
through three coding sessions.
The first theme of ‘the development process of Korean language school teacher
identities’ defines identity crises and chaotic moments within teachers’ lives as
‘identity conflict’, the pre-conflict period as ‘identity emergence’, and the
post-conflict period as ‘identity negotiations’. Specifically, the subjects’ teacher
identities first emerged when they became teachers. The subjects commonly
identified the need for identity education for their own children while raising them
overseas and their interest in other overseas children as the central motivation that
led them to become Korean language school teachers. Their identity as ‘a mother’
allowed them to address issues from a ‘motherly point of view’ and they
considered themselves to be role models and ‘multi-educators’ of the students, and
therefore their teaching involves not only the Korean language but cultural and
character education. Identity conflict could be attributed to the difficulties adjusting
to being an educator. Such difficulties include learning gaps between students,
difficulties of teaching children, extracurricular difficulties such as being overloaded
with counsel duties, Korean language teacher training, lack of satisfaction for
seminar programs, conflicts with other teachers, etc. These conflicts coincided with
repetition and accumulation of 'identity negotiations' process. The identity
negotiation process was put into practice by trial and error with the goals of
fulfilling educators’ responsibilities and showing affection toward the children.
Furthermore, the teachers were in constant pursuit of finding newer and better
educational programs in order to motivate their students.
The second theme of ‘characteristics of teacher identity development process’
showed that the subjects’ conflicts naturally led to ‘identity negotiations’ which
were repeating and accumulating over the periods. The pressure of serving more
roles than just a teacher was common among the subjects but they also felt these
pressures are common for Korean language school teachers and considered
themselves to be evolving beings that grew with the children through constant
learning.
The third theme of ‘deeper meanings of being a Korean language school teacher’
could be broken down into pride, pledges, and anticipation. The subjects shared
their experiences of personal growth as well as their development as teachers, and
the integral emotion among them was a ‘motherly mind’. Furthermore, increased
interest and appeal toward the Korean language itself was found and the subjects
developed various aspirations about the language and their schools that involve
concrete and proactive plans and actions.
This study possesses follow distinctive features. Qualitative studies about Korean
language school teachers are rare and this study set out to delve into their identity
development process via narrative inquiry. Through the findings from the identity
development process and its characteristics, a deeper understanding of Korean
language school teachers was reached, which provided information needed by the
Korean language school teachers to make suggestions for improvements.
Additionally, the proper roles of Korean language school teachers overseas, their
understanding of those roles, and potential conflicts were identified through
identity negotiations and repeated and accumulated conflicts during the teacher
identity development processes, emphasizing the role and value of Korean language
school teachers overseas. Thus, the findings of this study deduced from the
detailed narratives of Korean language school teachers and the development
process of their identities could prove to be a significant reference for the
operation of Korean language schools overseas.
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