The Korean Association for the Study of English Language and Linguistics

Korean Journal of English Language and Linguistics - Vol. 20
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Korea Journal of English Language and Linguistics - Vol. 20, No. 1, pp. 228-256
Abbreviation: KASELL
ISSN: 1598-1398 (Print)
Received 22 Jun 2020 Revised 26 Jun 2020 Accepted 30 Jun 2020
DOI: https://doi.org/10.15738/kjell.20..202006.228

영어 교사연구자의 교수 및 연구 동기 변화와 요인
안경자
서울교육대학교

The changes in English teacher-researchers’ motivations towards teaching and research and their instigating factors
Ahn, Kyungja

Copyright 2020 KASELL
This is an open access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted, distribution, and reproduction in any medium, provided the original work is properly cited.
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Abstract

This study aims to explore changes in motivation that English teacher-researchers have towards teaching and research and the factors that prompted the changes. Ten in-service elementary English teachers participated in the study. Of the ten participants, four were doctoral candidates enrolled in an English teacher education course, and the remaining six were master’s students in a thesis-advising seminar. Surveys, journals, interviews, and final papers or master’s theses were collected. The data were qualitatively analyzed. Four patterns were found in regards to the participants’ level of motivation towards teaching and research: continuous low motivations, dynamic changes in motivations, highly maintained motivations with close relationships with participating students and teachers, and continuous high motivations to conduct action research. The factors that prompted the teacher-researchers’ changes in motivation were (a) intrinsic motivation related to teacher-researchers’ responsibilities for teaching and research as well as willingness to develop professionally, (b) research and teaching process and context, (c) interactions with colleagues in the research community provided by the teacher education program, (d) students’ reactions and feedback, (e) becoming an English subject teacher, and (f) multi-tasking in school work and individual factors. The results indicate the importance of improving English teacher-researchers’ motivations for their professional development. Further important implications regarding teacher-researchers’ development were discussed.

Keywords: teacher-researcher, teaching motivation, researching motivation, change in motivation, second language teacher education
Acknowledgments

이 논문 또는 저서는 2017년 대한민국 교육부와 한국연구재단의 지원을 받아 수행된 연구임(NRF-2017S1A5A2A01027357).

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안경자(Ahn, Kyungja), 교수(Professor)서울 서초구 서초중앙로 96(96 Seocho Jungang-ro, Seocho-gu, Seoul)서울교육대학교 영어교육과(Dept. of English Education, Seoul National Uiversity of Education)Tel: 02-3475-2565E-mail: kjahn@snue.ac.kr