우리나라 영어 교사의 가능한 언어 교사 자아와 교수 동기 변화: 면담법을 통한 사례연구

초록

Second language (L2) teacher’s teaching motivation has a significant impact on students’ L2 learning motivation and their learning outcomes. For this reason, this qualitative study endeavors to understand English teachers’ motivational change and how they overcome the phase of demotivation by adopting the lens of possible teacher self. In order to find out the components of English teachers’ possible selves and the role of teacher self in motivational changes during their entire career, semi-structured interviews were conducted with two English teachers in Korea having more than 15-year teaching experiences. The results are as follows. First, the participants have different language teacher self reflecting their English learning experiences in the past. L2 self, and social contexts. Second, it reveals that English teacher self plays a crucial role in inducing teachers’ motivated behavior. This study implies that ideal teacher self can lead teachers to cope actively with obstacles they encounter.

키워드