Proceedings of the 6th International Conference on Education, Language, Art and Inter-cultural Communication (ICELAIC 2019)

A Comparative Study on the Professional Identity of Primary School English Teachers of Korean Nationality from the View of Teaching Age*

Authors
Cong Qi
Corresponding Author
Cong Qi
Available Online 14 February 2020.
DOI
https://doi.org/10.2991/assehr.k.191217.108How to use a DOI?
Keywords
teaching age, primary school English teachers of Korean nationality, professional identity
Abstract
83 primary school English teachers of Korean nationality were selected as the research samples in this study, and the professional identity characteristics of Korean primary school English teachers with different teaching age were studied comprehensively and deeply by means of questionnaire survey and interview. The results showed in the following aspects: firstly, teachers with different teaching age have different levels of professional identity and teachers with 6–10 years’ working experience have the highest level of professional identity, while those have worked for more than 16 years have the lowest level of professional identity; secondly, compared the teachers who have worked for 0–5 years with those who have worked for 6–10 years, the latter’s identification level is higher than the former and there are significant differences on the overall level of professional identity, professional emotional identity, professional will identity and professional social status identity; thirdly, there are significant differences on the overall level of professional identity, professional value identity and professional will identity between the teachers who have worked for 6–10 years and teachers who have worked for 11–15 years, and the former’s identification level is higher than the latter; fourthly, there are significant differences on the overall level of professional identity, professional value identity, professional emotional identity, professional will identity and professional social status identity between the teachers who have worked for 6–10 years and teachers who have worked more than 16 years, and the former’s identification level is higher than the latter; fifthly, there is no significant difference on the overall level of professional identity and each dimension of professional identity between teachers who have worked for 0–5 years and those who have worked for 11–15 years. And there is the same result between teachers who have worked for 0–5 years and those who have worked for more than 16 years, and between teachers who have worked for 11–15 years and those who have worked for more than 16 years. Finally, job burnout, career expectation, teaching experience, work pressure, life experience, title and age are all relevant factors that affect the professional identity of Korean primary school English teachers with different teaching age.
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Proceedings
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
14 February 2020
ISBN
978-94-6252-867-3
ISSN
2352-5398
DOI
https://doi.org/10.2991/assehr.k.191217.108How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Cong Qi
PY  - 2020
DA  - 2020/02/14
TI  - A Comparative Study on the Professional Identity of Primary School English Teachers of Korean Nationality from the View of Teaching Age*
PB  - Atlantis Press
SP  - 195
EP  - 201
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.191217.108
DO  - https://doi.org/10.2991/assehr.k.191217.108
ID  - Qi2020
ER  -