초등방과후학교 영어강사의 직업정체성에 대한 근거이론적 연구 - 갈등과 대처 전략을 중심으로-

초록

The purpose of this study is to understand the process of formation of Occupational identity and its meaning through the experience of afterschool English institutors in elementary school based on the grounded theory. For this purpose, 15 in–service English instructors in Seoul who have worked for more than 5 years were selected and interviewed in depth. The collected data were analyzed using the grounded theory methods and procedures of Strauss and Corbin(1998). As a result of analyzing the data, 123 concepts, 38 subcategories, 15 categories were found, and a paradigm model for the process of identity conflict deduced. The central phenomenon experienced by afterschool English instructors was ‘conflict between the ideal of instructor's life and reality'. According to the paradigm, various categories of conditions for solving these problems are summarized, and ’English classroom painted in my own color' and 'preparation for leaving job' were derived as a result. It is meaningful to study the conflicts and coping with the Occupational identity of afterschool English instructors at the time when the policy and environment surrounding afterschool operation will change drastically, and provide basic data on this.

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