제2언어교육 분야의 (예비)전문가와 전문성에 관한 의미의 탐색: 실행공동체 이론(CoP)의 관점에서

초록

This paper aimed to explore how non-native L2 teachers or researchers develop their professionalism in their related communities. It was investigated through the accumulated research works published in L2 education from 1997 to 2013. Based on related research papers, which understood 'becoming professional' as a process of 'social practice' through the framework of "Community of Practice(CoP)" (Lave & Wenger, 1991), this study allowed us to understand the process of professional development as a sociocultural practice which is constructed on identity formation and meaning negotiation. The personal accounts of research participants illustrated that their professional trajectory is not a linear and peaceful transmission of knowledge, but rather a conflictual, dynamic and unpredictable process. It was confirmed that the investigation of professional identity in L2 education could play a crucial role in understanding the discrepancy between the institutional frame and personal development. Consequently, not only the applicability of 'CoP' theory, but also its limitations under some conditions, were also discussed.

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