Q 방법론을 활용한 한국어 교사 감정의 복잡성과 역동성 분석 사례 연구

A Q Methodology Multiple Single-Case Study on the Dynamics and Complexities of Korean Language Teacher Emotions

This study aims to analyze the dynamics and complexities of teachers’ emotions and their variations in relation to different classroom and educational episodes. In the field of second language teaching, teachers’ emotions have not received the same amount of attention as learners’ emotions, and in the field of Korean language education, research on teachers’ emotions is remarkably scant. In order to explore the dynamics and complexities of Korean language teachers’ emotions, this study used a Q methodology approach situated within a complex and dynamic system theory (CDST) understanding of the nature of emotions. Five teachers were asked to rate, using a Q methodology protocol, 40 emotions in relation to ten situations commonly experienced by Korean language teachers. The data collected were then subjected to centroid factor analysis followed by a manual rotation of the factors. Two factors were extracted for each teacher. Results show differences in the emotions triggered across teachers and situations, with teachers experiencing sometimes the same, sometimes completely different emotions in the same situation. Among the emotions, surprise and anxiety emerged as worthy of further discussion. The results of this study show the complexity and dynamics of teachers’ emotions and can be used to teach emotion regulation strategies in teacher training and professional development courses.