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Writing on the Margins and Engaging in Teacher-Student Dialogue: An Autoethnography of a Korean-American TESOL Educator in South Korea

Park, Laura Eunae; (2021) Writing on the Margins and Engaging in Teacher-Student Dialogue: An Autoethnography of a Korean-American TESOL Educator in South Korea. Doctoral thesis (Ph.D), UCL (University College London). Green open access

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Abstract

This study takes an autoethnographic approach to exploring teacher educator identity in which I take on the role of an observer as well as the observed of a post-graduate TESOL programme in South Korea. As a novice teacher educator who has struggled to make the transition from a language teacher to a language teacher educator during a time in which the South Korean government as well as the nation at large is faced with numerous economic and socio-political challenges, my reflective thoughts are juxtaposed to that of my students as we attempt to battle the countless social barriers at hand. Inspired by Bakhtin’s (1981) theory of dialogism which stems from the understanding that we can only understand ourselves through others, I am able to discover that my students and I share many similarities as well as differences in terms of language learning and teaching experiences. As the two sets of narratives – my narratives and student narratives – interact with one another, I discover the intertextuality of the engagement as the process of dialogue leads to a deeper understanding of teacher identity as well as the role of TESOL in Korean society. Furthermore, the study adapts Giddens’s (1991) interpretation of reflexivity which seeks to understand the duality of social structures, suggesting that individuals are considered to have the ability to transcend social barriers while at the same time being subject to the inevitable consequences of socioeconomic obstacles and power relations in society. My interpretation of reflexivity is viewed as an approach to obtaining ‘transcendence through dialogue,’ one of the primary beliefs supported by Paolo Freire (1970) and his thoughts on critical pedagogy. Based on the implications from the study, I seek to integrate autoethnography as an approach to exploring teacher identity in second language teacher education.

Type: Thesis (Doctoral)
Qualification: Ph.D
Title: Writing on the Margins and Engaging in Teacher-Student Dialogue: An Autoethnography of a Korean-American TESOL Educator in South Korea
Event: UCL (University College London)
Open access status: An open access version is available from UCL Discovery
Language: English
Additional information: Copyright © The Author 2021. Original content in this thesis is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) Licence (https://creativecommons.org/licenses/by-nc/4.0/). Any third-party copyright material present remains the property of its respective owner(s) and is licensed under its existing terms. Access may initially be restricted at the author’s request.
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
URI: https://discovery.ucl.ac.uk/id/eprint/10123881
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