영어유치부 한국인 교사의 삶에 관한 내러티브 탐구

Abstract

The purpose of this study is to understand the life experiences of Korean teachers in English kindergartens and to find out the need for professional development of Korean teachers in English kindergartens through their experiences. To do this, I examined the experiences and lives of five study participants as Korean teachers in English kindergartens using narrative inquiry methods. The results of this study through their lives are as follows: First, although the participants in this study were asked to take on the role of early childhood teachers, it was found that they had various backgrounds as they started working at English kindergartens. Second, the research participants talked about the conflicts they experienced while working as Korean teachers in English kindergartens as follows. While living as Korean teachers in English kindergartens, they mainly experienced conflicts with their peers, conflicts with native teachers, and conflicts with the principal. In addition, they talked about the frustrations they experienced when their roles did not meet their expectations, and the conflicts they experienced in the process of making their own efforts to improve themselves. Third, looking back on their lives as Korean teachers in English kindergartens, the good points and regrets of the participants in their thoughts were as follows. Michelle, one of the research participants, looked back on her life as a Korean teacher at an English kindergarten for 16 years and chose the time she spent with the children as her favorite time. She said it was good because she felt recognized in her relationship with the parents, and she also liked the pride she felt while working at a large, famous academy. Ellen, a Korean teacher with 14 years of experience, also said that the hard work was worthwhile looking back on her experience. She said that the most rewarding and enjoyable time was when she was loved by her children and praised by the parents. She thought among the basic competencies of Korean teachers in English kindergartens, both English communication skills and early childhood education skills are required. Unfortunately, she said she needed training, but lacked the experience of being trained at an academy. Five research participants commonly defined the role of Korean teachers as follows through their experiences as Korean teachers in English kindergartens. One participant defined a Korean teacher working in an English kindergarten as a role that connects children and native teachers, native teachers and parents, and native teachers and academy. It is necessary to recognize the need for the role of Korean teachers working in English kindergartens and actively work to create a mechanism for professional development and field education. In addition, a correct understanding of the role of Korean teachers and the criteria for appointment should be established so that they can perform their role as intermediaries well. It is necessary to systematically analyze the environment of the English kindergartens, recognize the Korean teachers working in the English kindergartens as Korean homeroom teachers, unify the name, and devise a systematic education method for their roles. I hope that this study will give us an opportunity to seriously consider what it means to cultivate the expertise of Korean teachers working in English kindergartens.