A Narrative Study of Identity Formation in Non-Native Chinese Korean Language Teachers: Focusing on Patterns of Identity Change According to Career Stage

This study aims to explore the patterns of identity changes in non-native Chinese teachers based on their career stages and the factors influencing these changes. To achieve this, a narrative research method was employed, involving an interview with one mature Chinese teacher. The findings are as follows: 1) Positive teaching experiences prior to becoming a teacher contributed to forming a positive perception of the teaching profession. 2) Experience in the educational field had the most consistent impact on teacher identity formation from the initial teaching stage through to the mature stage. 3) Ongoing professional development contributed to a positive teacher identity by enhancing confidence in classroom management. 4)Research participant, who teaches Korean at a university, was simultaneously developing an identity as a researcher. 5) The accumulation of teaching knowledge led to a shift in identity recognition in relation to native-speaking teachers. 6) The teacher’s private life also contributed to the formation of their teacher identity.