The development of Teacher identity based on Four Teacher Self-Efficacy sources

Objectives The purpose of this research is to explore the role of a NEST (Native English Speaking Teacher) teacher identity development during teaching experience for EFL (English as a Foreign Language) students in the local university context in Korea according to four self-efficacy elements based on Bandura (1997)’s theory. Methods Data was gathered through semi-structured interviews, class observations and reflective journals for around two years which was between March 2021 to November 2023. Two student participants were Koreans, who are typical EFL students and the focal teacher was a native English speaker from America, who has taught EFL course for almost 18 years. Results The findings of the study highlighted the two aspects of the results. (1) the multidimensional teacher identity related to the four self-efficacy sources was shown through contextual environment, classroom the management of the class, and instructional strategies in the local university context in Korea. 2)The researchers found out the NEST employed practically pedagogical strategies in order to teach EFL undergraduate students in the given context. Conclusions The findings specifically revealed the following categories influenced the relation between the NEST and EFL students academic language learning: teacher’s language knowledge, intrinsic teaching methods based on teaching experience, teacher’s attitude towards EFL students related to his TSE. This study proposes pedagogical implications for NEST teachers who teach EFL students at the contexts of university in a foreign country.