Background/Purpose A previous study implies that a teacher's identity formation involves a dynamic process in which multiple factors are interrelated to one another in complex ways (Author, 2010). This study aimed to identify the factors that influence teacher identity and to understand how they impact the teacher identity formation of an experienced Korean high school Physical Education (PE) teacher.
Method This study was grounded in a life history theory and employed qualitative research methods using in-depth interviews, participant observations, and artifacts (e.g., classroom documents, poems and essays). The data were analyzed through the constant comparative method. Trustworthiness was established by using multiple data sources, member check, and peer debriefing.
Analysis/Results Data analysis indicated that the factors identified were: (1) PE instruction, (2) social relations, (3) perceived roles, and (4) public perceptions toward PE. Quality instruction satisfied him as a PE teacher and became an important factor in forming positive teacher identity. Social relations with others impacted the teacher's identity both positively and negatively. His perceived teacher roles influenced by social relations tended to remain steady when the teacher accepted and technically accomplished required functional roles. However, when he came to reevaluate the required roles based on his perceived roles, condition, and context, his identity formation became dynamic and sophisticated. A public perception toward PE was a critical factor that enabled him to refine his identity.
Conclusions Based on the findings, implications for PETE programs were discussed in terms of awareness of teacher identity, development of teacher identity through self-reflection, and importance of contextual effects.