Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.778773
Title: Historical and ideological understanding of EFL teacher education and critical policy discourse analysis of IETTP in South Korea
Author: Yoo, Heekyung
ISNI:       0000 0004 7964 5011
Awarding Body: University of Sheffield
Current Institution: University of Sheffield
Date of Award: 2018
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Abstract:
By problematizing unwarranted assumptions in relation to native-like English proficiency, this thesis aims to reveal the unequal power relationship between the government and Korean teachers of English in public schools through a historical and ideological examination of EFL teacher education along with a critical textual analysis of the IETTP (Intensive English Teacher's Training Program) drawing upon Critical Policy Discourse Analysis. The discussion on the history of EFL teacher education indicates that the IETTP is distinct from previous training programs in that it particularly aims to facilitate trainee teachers' ability for TETE (Teaching-English-Through-English), and that it can only be a band-aid solution as long as the existing pre-service programs are evaluated as lacking in producing competent EFL teachers. Necessitation and self-deprecation, two Korean-specific language ideologies, have been adopted to explain Korea's obsession with English education, and Korean teachers' identities and roles as English teachers. Viewing the IETTP as a social event that represents the current status of in-service EFL teacher education, this thesis critically analyzes it by contextualizing and deconstructing relevant news articles, academic journals, and the texts and discourses in the General Plan of the IETTP. The analysis shows that the immediately preceding policy, TETE, acted as a catalyst for the IETTP while neoliberal influences disguised as the segyehwa (globalization) policy justify the new policies. By being promoted through the media and favorably evaluated by the academy, IETTP became naturalized in society. Through this process, Korean teachers of English have been described as passive and incapable beings who need constant improvement for better public English education. Under strong neoliberal influences, Korean teachers of English were downgraded to unsuccessful self-entrepreneurs or unskilled technicians. This thesis argues that more attention needs to be paid to the hidden power dynamics existing and affecting policy making and implementation so that we can face the emerging issues squarely.
Supervisor: Hyatt, David Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.778773  DOI: Not available
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