Native English teachers’ construction and negotiation of professional identities in the context of Korea: An analysis of multilayered nature of identities

Despite numerous studies on teachers' professional identity construction, few have discussed the tensions and challenges that native English teachers (NETs) experience in constructing, negotiating, and managing their professional identity in and out of school contexts. By documenting the narratives of six novice NETs teaching abroad in Korea for two years, this case study aimed to identify various challenges and conflicts they confronted and expand the understanding of the complexity of teacher identity. This study examined the NETs’ process of professional identity formation and discussed ways to provide systematic support for their professional development. •This study investigated the professional teacher identity construction of novice NETs teaching abroad in Korea.•Six participants’ conflicts and challenges, roles and responsibilities, work cultures, and socialization are examined.•NETs’ competence in the Korean language and culture was significant for developing teacher identity.•Context-specific social skills were utilized to become a confident member of the professional community.•Teaching abroad experiences contributed to NETs’ professional development with institutional support.