The Learning Experiences and Professional Development of Native English Teachers in Korean Universities : - A qualitative study

English language skills are a highly valued commodity in South Korea. Most Korean students study English from first grade in elementary school, throughout their entire grade school experience and into university. Beyond this, many businesses and organisations within the country require an expert level of English communication skills from their potential employees. A great deal of care is taken within educational and government circles to ensure that students are afforded the best possible opportunities to acquire good English skills from an early age. This attention to detail is not present with regard to native English teachers (NETs) in the country, however. There is a dearth of information related to the training and learning experiences of these language instructors. This paper bridges this gap by examining the learning experiences and professional development of NETs in Korea. Knud Illeris’ holistic learning theory (2007), and other theoretical concepts, are used to posit a series of categorised instances of learning as experienced by NETs in Korea. A closer look is then taken at the motivations, professional identities and behaviours of the NETs associated with these learning experiences. The findings of this research are based on a phenomenological, in-depth analysis of eight semi-structured interviews conducted with NETs at eight different universities in Korea. The study sheds light on a previously undocumented area of research and provides a strong base for future studies to build upon. Additionally, some areas that could be strengthened are acknowledged in the form of barriers to NETs’ learning and development