A Phenomenological Study of English Teachers’ Professionalism

A Phenomenological Study of English Teachers’ Professionalism

This study aims to shed light on English teachers’ professionalism by exploring their lived experiences of teaching English at elementary schools. To achieve that goal, four English teachers were interviewed in-depth and the phenomenological research method was employed to describe and interpret their experiences. The study discusses three fallacies such as fallacy of native speaker norm, fallacy of identity, and fallacy of island. Based on interpretations of in-depth interview findings and the discussion of the three fallacies, the Korean elementary English teachers’ professionalism was conceptualized with three components which are Teacher Language Awareness (TLA), Pedagogical Contents Knowledge (PCK), and values.