유아 영어 교사의 교사 자아와 교수 동기: 면담법을 중심으로 한 3인의 사례 연구

초록

In second language (L2) learning, teaching motivation plays an important role in both students’ achievement and teachers’ self-development. In particular, the role of the teaching motivation of early childhood English teachers exerts a greater impact on preschoolers who respond more sensitively to the learning environment. This qualitative study investigated factors influencing teacher self of early childhood English teachers and teaching motivation and demotivation factors on them. Semi-structured interviews were conducted with three early childhood English teachers, and collected data were analyzed based on grounded theory. The results are as follows. First, the participants’ teacher self was substantially related to their L2 learner self, and English learning experience served as a significant factor in forming or transforming their learner self. Second, altruistic motivation, intrinsic motivation, and monetary reward were identified as the participants’ teaching motivation, and a lack of belonging, limited opportunities for promotion or advancement, and a lack of autonomy in teaching schedule were identified as demotivation factors. These demotivation factors were related to the unique occupational characteristics such as contract teachers, working in the place where they do not belong, limitation of promotion and salary increase, lack of autonomy for class schedule of early childhood English teachers. This study implies that it is necessary to provide early childhood English teachers with systematic and consistent pre- and in-service teacher training programs in order to increase their English proficiency and the pedagogical knowledge of child development.

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