비정년트랙 영어 교수들의 학교환경에서 살아내는 이야기: 감정과 정체성의 콜라보 (Non-tenure-track Korean English language professors’ stories to live by in their school landscape: teacher identities in collaboration with emotions)

서지정보

· 발행기관 : 팬코리아영어교육학회
· 수록지 정보 : 영어교육연구 / 32권 / 2호 / 87 ~ 108페이지
· 저자명 : 박순복

초록

This narrative inquiry explores four non-tenure-track Korean English language professors’ lived experiences as they tell and retell their stories to live by in a Korean university landscape. The study focuses on how their emotions collaborate with their professional identities to be constructed and reconstructed. Narrative accounts out of the participants’ experiences deliver their negative emotions such as frustration, helplessness, depression, anxiety, shock, sadness, unhappiness, and anger while going through and perceiving their school institution’s unjust and inhumane treatment of power to them in terms of their working environment and status as non-tenured professors. It is implied that political inefficacy and disempowerment have been embodied in the place for professionals to exert their expertise. The other side of emotions like sympathy and guilt is attributed to the participants’ attempt to understand and recover from conflicts with their school power and students. These emotions contribute to the (re)construction of their professional identities that have been shifted, lost, and reformed as they have lived and relived in their school landscape. (167 words)

영어초록

This narrative inquiry explores four non-tenure-track Korean English language professors’ lived experiences as they tell and retell their stories to live by in a Korean university landscape. The study focuses on how their emotions collaborate with their professional identities to be constructed and reconstructed. Narrative accounts out of the participants’ experiences deliver their negative emotions such as frustration, helplessness, depression, anxiety, shock, sadness, unhappiness, and anger while going through and perceiving their school institution’s unjust and inhumane treatment of power to them in terms of their working environment and status as non-tenured professors. It is implied that political inefficacy and disempowerment have been embodied in the place for professionals to exert their expertise. The other side of emotions like sympathy and guilt is attributed to the participants’ attempt to understand and recover from conflicts with their school power and students. These emotions contribute to the (re)construction of their professional identities that have been shifted, lost, and reformed as they have lived and relived in their school landscape. (167 words)

참고자료

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