“교사인가 도우미인가?”: 영어 비정규직 교사의 정체성 연구

This study delves into the temporary English teachers’ identitiesthrough at their reflective journals and interviews, grounded on Norton’s(2000, 2013) and Wenger’s (1998) conceptions of identity. In takingsecond/foreign language teacher education course at a TESOL MAprogram, 16 teachers’ reflective journals and interviews were analyzedqualitatively for emergent themes, in terms of the three modes ofbelonging in identity formation (Wenger, 1998). The analysis revealedthat the participants represented the identities of the controller, thediverse teaching program participant. the teaching activity sharer, thenegative future dreamer, and the language expert. Moreover, most ofthe participants, as non-regular teachers, concerned themselves abouttheir future career as part-timer. To empower non-regular teachers’voices, this study discussed and suggested how to strengthen temporaryteachers’ identity for their professional development.