The interplay of teacher identities and agency: A case study of two native English-speaking teachers in South Korea
Abstract
The case study, guided by a poststructural lens on teacher identity and agency, explores two native-English speaking teachers' (NESTs) negotiation of their roles and quests for legitimacy in South Korea. The qualitative analysis of the teachers' coursework completed in a United States online teacher education program, along with interviews, revealed that the two White, male NESTs navigated positions of privilege and periphery in establishing professional teacher identities. The findings highlighting individual teachers’ identities and agency in contextualized, sociohistorical, and institutional milieus have implications for teacher education research and programs that must address larger structures and policies that position teachers.
This paper has been withdrawn.