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- W2029722402 abstract "This study investigates how two teachers' identities are negotiated in a situated educational context and how this affects the formation of student identities in an English mediated instruction (EMI) course. Since learning is defined as negotiation of identity there has been increasing research on teacher identity as pedagogy because the teacher's identity is a major factor in managing the negotiation with students. This study looks at how the teachers' cultural, socio-political, and educational philosophical identities are negotiated in the locally situated classroom and how these identities influence Korean university students in the formation of their identities. The results of the study comprise two sections. The teachers' identity is discursively constructed in local socio-cultural discourse practice, and the teacher identity works as pedagogy. The other result shows that the teachers' various identities serve as role models for students in their negotiations as they take up, resist, and shift between different identities. This study also suggests some implications for the use of the teacher education regarding identity." @default.
- W2029722402 created "2016-06-24" @default.
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- W2029722402 date "2013-09-01" @default.
- W2029722402 modified "2023-09-27" @default.
- W2029722402 title "Teacher Identity as Pedagogy in an EMI Course at a Korean University" @default.
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- W2029722402 doi "https://doi.org/10.15858/engtea.68.3.201309.85" @default.
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