A Study on the Identity of Non-Native Korean Teachers in Sri Lanka

In this study, the identity of non-native Sri Lankan teachers who teach Korean in the KFL environment was examined. As a result, non-native Sri Lankan teachers generally formed positive teacher identities in 'perception of their competence and job (self-understanding)', 'perception of the role and quality of teachers', and 'perception of professional growth'. In particular, they felt high satisfaction and pride as a Korean language teacher in their job recognition. Furthermore, this study derived the identity of Sri Lankan Korean teachers as non-native speakers. First, in relation to native-speaking teachers, a native-speaking Korean teacher was the first teacher to teach Korean to themselves, and was a Role-model who knew how to teach Korean Language in good a way. Second, as a non-native teachers, they had an attitude as a lifelong learner that they should continue to study Korean. Third, non-native Korean teachers in Sri Lanka recognized each other as fellow teachers and formed a strong community through collaboration. Finally, due to the Korean language education environment in Sri Lanka and the characteristics of Korean learners, non-native Sri Lankan teachers clearly distinguished their educational goals in the KFL and KSL environments and formed their identity as 'first-stage preparation teachers'.