Professional Identity Development of Pre-Service English Teachers in the Era of Artificial Intelligence

Abstract

The professional development of English language educators in South Korea is influenced by native-speakerism and the growing imperative to integrate artificial intelligence (AI) and other digital technologies into education. Through narrative inquiry, this study examines how four pre-service English teachers construct their professional identities in an evolving educational landscape, revealing the tensions they encounter and the strategies they adopt in engaging with technology-enhanced pedagogical practices. They pursue self-directed learning to develop digital literacy and pedagogical adaptability. Concurrently, they reflect on linguistic hierarchies, positioning themselves-though not uniformly-as educators who offer cultural and emotional dimensions that neither AI nor native English-speaking teachers can fully replicate. Therefore, the study underscores the need for teacher training programs that incorporate AI and other digital innovations alongside sustained identity support. It deepens understanding of teacher identity by illuminating how emerging AI and other digital technologies intersect with language ideologies in shaping educators' professional growth.