두 경력 중기 영어 교사들의 협력적 자문화기술지: 다양한 학교 맥락에서 전문적 정체성과 행위주체성 탐구
A collaborative autoethnography of two Korean mid-career English teachers: Exploring the professional identity and agency in diverse school context
- 발행
- 2025 등록KCI API에는 발행일 항목이 없어 원문 등록일을 쓰고 있습니다. 실측으로 발행보다 최대 6년 늦습니다 — 재수집하면 발행연월로 바뀝니다.
- 소속·발행
- 서울대학교
- 출처
- 국내 KCI
- 원문
- 원문 보기 ↗
개념
키워드
교사 정체성, 교사 행위주체성, 경력 중기 영어 교사, 협력적 자문화기술지, 사회적 관계, Teacher Identity, Teacher Agency, Mid-career English Teachers, Collaborative Autoethnography, Social Relation
초록
This collaborative autoethnography investigates how mid-career English teachers in Korean secondary schools construct their professional identities and enact agency within diverse school contexts. Using mutual interviews, reflective journals, and various memory aids such as lesson plans, videos and other relevant documents, this study explores how teachers navigate the complex realities of their roles—not only as curriculum specialists but also as homeroom teachers and administrative actors. The findings reveal that school culture such as democratic communication, collegial trust, active participation in professional learning communities, and supportive leadership plays a crucial role in shaping relational teacher agency(Lee, 2021), which enables teachers co-construct meaning and reflect collaboratively, and reframe their educational practices. However, challenges such as limited autonomy in teaching and assessment, top-down decision making, and limited space for reflection and collaboration often push teachers toward avoidance or resistance strategies. This study underscores the need to foster reflective, relational spaces that support professional growth.