Background/Purpose Increasing emphasis of teacher identity is drawn from understanding that teacher identity is closely related to their practice. This study examined the process of a professional identity formation in a Korean high school PE teacher who had taught for 16 years and had been a long standing and committed member of the Korean PE Teachers' Association.
Method This study was grounded in a life history theory and employed qualitative research methods using in-depth interviews, participant-observations, class documents, and personal writings. The data were analyzed through the constant comparative method. Trustworthiness was established by using triangulation, member check, and peer debriefing.
Analysis/Results Data analysis indicated the professional identity formed through four major stages: (1) abstract identity, (2) functional identity, (3) critical identity, and (4) moderate identity. Abstract identity was not concrete, but served as an initial stage toward the formation of professional identity as a PE teacher. In the functional identity stage, the participant accommodated the needs of schools and administrators by accomplishing functional responsibility to meet their demands. Critical identity stage was characterized by conflict, exploration, and self-reflection. The participant in critical identity faced with considerable challenges from colleagues and administrators. Through building pride in his job and maintaining close interaction with students, his critical identity changed into moderate identity.
Conclusions The findings imply a teacher's identity formation involves a dynamic process in which multiple factors are interrelated in complex ways. More research should be conducted to identity the factors that influence teacher identity and to understand their roles in forming teacher identity.