I Promised Growing up I Would Not Become a Teacher”
Exploring the Career Trajectory of a Language Teacher through Social Cognitive Career Theory
Bibliographic Data
| ID | 10817059 |
|---|---|
| Authors | Ian Moodie (0000-0002-8604-4228, Department of English Education Mokpo National University Muan‐gun South Korea), Vincent Greenier (0000-0001-6844-2209, School of Languages, Linguistics, Music & Visual Culture (LLMVC), Old Brewery King's College Aberdeen UK, corresponding author) |
| Year | 2024 |
| Volume | 58 |
| Issue | 1 |
| Pages | 394-422 |
| Publication date | 2024-03-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.3235 |
| OpenAlex | W4378078109 |
| Language | EN |
| Citations received | 9 |
| References cited | 31 |
Despite some research attention given to expatriate native‐English‐speaking teachers' (NESTs) identities and the national educational ideologies that have led to their international recruitment, surprisingly little research has addressed their career trajectories as TESOL professionals. To address this gap, this case study explores the career of a long‐serving expatriate TESOL professional through the lens of Social Cognitive Career Theory (SCCT), which was designed to understand how people develop interest in, make decisions about, and commit to a particular career. The methods are qualitative, involving a deductive analysis of interview data and a career timeline according to constructs from SCCT. Despite an initial reluctance to enter the profession, the participant's interest in language teaching began after teaching part‐time as a young adult. After this experience, he changed his career interests and continued his educational pursuits in Korea. His background contextual affordances, predispositions, learning experiences, and Korean language proficiency provided new opportunities and outcome expectations as he advanced his career. Although we focus on a single case, the SCCT model is further explored for its potential to better understand the factors involved in the development and commitment to a career in TESOL and for illustrating the career trajectories of TESOL professionals at scale
Career development · Cognitive Information Processing · Expatriate · Pedagogy · Social cognitive theory · Timeline · Global Education and Multiculturalism · International Student and Expatriate Challenges · Psychology · Social Psychology · Teacher Professional Development and Motivation
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A narrative inquiry into EFL tutors’ career trajectories through social cognitive career theory
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The Local Construction of a Global Language
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Toward a Unifying Social Cognitive Theory of Career and Academic Interest, Choice, and Performance
Career Development and Counseling
English as an additional language
Hiring native-speaking English teachers in East Asian countries
The intersection of global mobility, lifestyle and ELT work
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Globalization and native English speakers in English Programme in Korea (Epik)
Of course I have changed!”
Motivations for choosing teaching as a career
The interplay of teacher identities and agency
Revisiting narrative frames
Novice Esol Teachers' Perceptions of Social Support Networks
Native‐English‐Speaking Teachers
Do EFL Teachers Have Careers
Social cognitive model of career self-management
| Citations per year | 4.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |