초등영어교사의 전문성 탐구

Primary English Teacher’s Professionalism: In-depth Interviews of Primary School Teachers

This paper analysed responses from in-depth interviews of four primary English teachers focusing on their concepts of teacher professionalism by exploring their lived experiences of teaching English in elementary school. The phenomenological research method was employed to describe and interpret their experiences. The findings of this study were categorized into five themes: (a)low confidence in their own communicative competence of English, (b)understanding students’ psychological development, (c)understanding the national English curriculums, (d)perceptions of desirable English teaching, and (e)conflicts of English teachers relating to the reluctant choice to be an English teacher, identity changes, and marginalization. Based on the findings of this study, the primary English teacher’s professionalism was conceptualized with three components which are TLA (Teacher Language Awareness), PCK (Pedagogical Contents Knowledge), and values which is an umbrella term including identity, conflicts, and morality.