Becoming University Language Teachers in South Korea: The Application of the Interpretative Phenomenological Analysis and Social Cognitive Career Theory
- Discrimination, Foreign language teaching, Interpretative phenomenological analysis, Language teaching, School teachers, Social cognitive career theory, South Korea.
Due to the developments of globalisation, the international reputation, the entertainment industry, and Korean pop culture, a large number of language teachers, international schoolteachers, and professional school staff decided to travel to South Korea for career development and enhancement. However, due to a constant shortage of teachers through high turnover, many South Korean schools and universities are facing recruitment issues. The purpose of this study was to investigate two problems. Why do individuals decide to come to South Korea as foreign language university teachers, and how do individuals describe their teaching experiences as foreign language teachers at one of the university teaching and learning environments in South Korea. From the perspective of the Social Cognitive Career Theory (SCCT), the results indicated that all participants travelled to South Korea for financial and career development goals. Also, all faced negative experiences and discrimination due to their skin colours and nationalities. The researcher hopes the appropriate personnel can take this study as an opportunity to improve and enhance their current workplace and community for a better environment and development.