한국어 교사의 내러티브로 본 ‘좋은’ 한국어 교사 요인 연구

Teachers’ Narratives on Factors of ‘Good’ Korean Language Teachers: Focused on Universities in France

The purpose of this study is to investigate Korean language teachers’ narratives regarding what they believe to be qualities of ‘good’ Korean teachers. The narratives of four Korean teachers who teach at various universities in France were transcribed, analysed and classified. Though France has been regarded as a centre of Korean studies and Korean wave(Hallyu) in Europe, there have been few studies about teaching and learning Korean in France. This study will explore the multi-faceted and in-depth analyses of Korean language teachers and teaching which cannot be fully understood through quantitative studies. Thirteen factors which involve ‘good’ teacher and teaching were abstracted. These factors are categorized according to personal and professional factors. Personal factors include the criteria of major, degree, French language (as a common language), personality, experiences of foreign language learning, cultural adaptability and individual situations. Career of education, management of classroom, French language (as a metalanguage in the classroom), preparation for a class, relationship with students, knowledge of Korean language and pedagogics are classified in professional factors.