A Survey of EFL Instructors` Mediative Knowledge across Contexts of Teaching

Najafquli Rezaee-Manesh,Abdorreza Tahriri 범태평양 응용언어학회 2014 범태평양응용언어학회지 Vol.18 No.2

The current mixed-method study probed EFL instructors`` mediative knowledge across four different contexts of teaching including language institutes, universities, and senior and junior high schools in Iran. To this end, 181 EFL instructors, 80 males and 101 females, completed mediative closed-questionnaire which composed of twelve items to measure EFL instructors`` knowledge of mediation across context. Out of 181, 72 participants, 16 (22%) institute instructors, 20 (28%) university instructors, 19 (26.38%) senior instructors, and 17 (23.61%) junior instructors participated in oral interview. Results of descriptive statistics and Chi-square showed that there exist significant differences among EFL instructors in seven mediative items; furthermore, the difference shows that there exists relationship between EFL instructors`` mediative knowledge across the contexts; however, in five mediative items, no differences were found across contexts. Results of oral interview of EFL instructors in terms of assessment revealed that they mostly believed that learners through instructors`` guidance should self-assess their learning and behavior. To achieve such an end, they suggested instructors`` step by step scaffolding and strategic deliverance of assessment to the learners. In terms of cooperation and individualization, the results of oral interview revealed that instructors believed in unified improvement of both of them. To improve both, pair and group works were suggested to boost cooperation whereas competition and individual activities were suggested to foster individualization. Context variation due to its own community and unique characteristics, learners`` potential to self-assess their learning, and development of whole learner were suggested to be taken into consideration by instructors, educationalists, parents, and curriculum, and course designers.

A Survey of EFL Instructors` Mediative Knowledge across Contexts of Teaching

( Rezaee Manesh,N. ),( Tahriri A. ) 범태평양응용언어학회 2014 범태평양응용언어학회지 Vol.18 No.2

The current mixed-method study probed EFL instructors`` mediative knowledge across four different contexts of teaching including language institutes, universities, and senior and junior high schools in Iran. To this end, 181 EFL instructors, 80 males and 101 females, completed mediative closed-questionnaire which composed of twelve items to measure EFL instructors`` knowledge of mediation across context. Out of 181, 72 participants, 16 (22%) institute instructors, 20 (28%) university instructors, 19 (26.38%) senior instructors, and 17 (23.61%) junior instructors participated in oral interview. Results of descriptive statistics and Chi-square showed that there exist significant differences among EFL instructors in seven mediative items; furthermore, the difference shows that there exists relationship between EFL instructors`` mediative knowledge across the contexts; however, in five mediative items, no differences were found across contexts. Results of oral interview of EFL instructors in terms of assessment revealed that they mostly believed that learners through instructors`` guidance should self-assess their learning and behavior. To achieve such an end, they suggested instructors`` step by step scaffolding and strategic deliverance of assessment to the learners. In terms of cooperation and individualization, the results of oral interview revealed that instructors believed in unified improvement of both of them. To improve both, pair and group works were suggested to boost cooperation whereas competition and individual activities were suggested to foster individualization. Context variation due to its own community and unique characteristics, learners`` potential to self-assess their learning, and development of whole learner were suggested to be taken into consideration by instructors, educationalists, parents, and curriculum, and course designers.

시간강사법의 쟁점과 해법

최돈민 한국교육정치학회 2016 敎育政治學硏究 Vol.23 No.4

The Ministry of Education established the part-time instructor regulation to give the authority of lecturer and convert the legal title into instructor by revising the Higher Education Act. However, social concern arose as the law could lead to the large scale of dismissal while the treatment on part-time instructors is not improved. The Parliament therefore postponed the enforcement of part-time instructor regulation three times by passing the bill of postponement. The part-time instructor regulation has been facing with the resistance of part-time instructors due to the possibility of dismissal as the university refuses to allow lecture to part-time instructors. The number of part-time instructors who regard instructor fee as their main source of income is estimated as almost twenty three thousands. They are not fully enjoying the benefits of public pension and insurance and not guaranteed with employment stability. It is necessary to promote the inflow of outstanding human resources with the full guarantee of the legal status as an instructor. Thus, the part-time instructor regulation has to restrict the category of instructors as the young scholars who will succeed R & D. Moreover, they must be ensured with certain time of lecture and stable environment to research. The law should also allow the instructors to apply for the research fund managed by the government. The higher education act needs to be revised to grant welfare benefits toward an ‘instructor’and strengthen governmental financial support. 시간급을 받는 시간강사는 저임금과 신분 불안 상태에 있다. 2011년 교육부는 시간강사에게 교원 지위를 부여하는 내용으로 「고등교육법」을 개정하여 시간강사법을 제정하였다. 시간강사법은 시간강사의 신분과 법적 지위를 안정화 하는 데 있었다. 그러나 「고등교육법」 개정안이 시간강사의 근본적인 처우를 개선하지 못하고 대규모 해고 사태로 이어질 수 있다는 우려가 제기되면서 국회는 2013년, 2015년 2년 유예안을 통과시켜 6년 동안 법 시행을 유예시켰다. 시간강사법은 시간강사에게 강의 배정을 기피하게 되어 대량실직으로 이어질 가능성이 제기되면서 시간강사들의 반대에 부딪치고 있다. 강사료를 주 수입원으로 하는 직업형 시간강사는 2만 3천명으로 추산된다. 이들은 학문후속세대 시간강사로 신분보장이나 공적 연금, 의료보험 등의 혜택을 받고 있지 못하고 있다. 시간강사에게 교원의 신분을 부여하여 우수한 인적자원의 유입을 촉진하고 안정적인 교육, 연구 환경을 제공하여 고등교육의 질을 향상시킬 필요가 있다. 이를 위하여 강사법에 강사를 학문후속세대로 한정하고, 학문후속세대 강사를 일정기간 일정시간 강의를 보장하며, 안정적으로 교육 및 연구활동이 이루어지도록 하고, 정부 지원 연구비 공모사업에 연구책임자로 응모할 수 있도록 한다. 고등교육법 개정하여 ‘강사’의 복지혜택을 부여하고 정부의 재정 지원을강화할 필요가 있다.

이중언어강사의 역할 수행 실태 및 개선 방안 연구

김윤주 ( Kim Yoonjoo ) 민족어문학회 2017 어문논집 Vol.- No.79

본고의 목적은 이중언어강사들의 역할 수행 실태와 문제점을 살펴본 후 개선방안에 대해 논의하는 데에 있다. 이를 위해 초 중 고등학교 이중언어강사를 대상으로 설문조사와 인터뷰를 실시하였다. 조사 결과에 의하면 이중언어강사는 본래의 담당 교과인 이중언어교육보다 다문화교육을 더 많이 담당하고 있는 것으로 파악된다. 이중언어강사들은 교재와 학습 자료의 부재, 교수법에 대한 지식 부족, 일반 교사 및 관리자와의 관계, 고용불안정으로 인한 불안 등의 어려움을 겪고 있으며, 그럼에도 불구하고 자신이 이중언어강사라는 점에는 보람과 가치를 느끼는 것으로 파악되었다. 이를 바탕으로 앞으로 개선해 나가야 할 점에 대해 몇 가지 제언을 하면 다음과 같다. 근본적으로 이중언어강사 양성은 해당 시도교육청 내 일선 학교에 대한 충분한 현황 파악이 있은 후 진행되어야 한다. 둘째, 이중언어강사의 현장 배치 역시 다문화 학생 재학 현황 및 필요한 지원 언어 등에 대한 수요 파악 후 이루어져야 한다. 셋째, 이중언어교육을 위한 교재와 교수학습 자료 개발 및 공유 방안이 필요하다. 넷째, 다문화 가정 학부모와 이중언어강사가 연계된 프로그램 개발을 통해 학부모로서의 경험을 공유할 수 있도록 해야 한다. 다섯째, 일반 교사와 관리자, 신규 교사를 위한 연수 및 재교육 프로그램에 이중언어교육의 필요성 및 이중언어강사 제도에 대한 이해를 도모할 수 있는 강좌를 구성해야 한다. 여섯째, 이중언어강사의 재교육 강좌도 더욱 다듬고 개발하여 교육의 질을 높일 수 있는 다양하고 깊이 있는 내용으로 진행되어야 한다. 마지막으로 고학력 결혼이주여성의 사회 참여 기회 확대 및 자원 활용 차원에서 이중언어교육 및 이중언어강사 제도를 활용할 가능성도 모색되어야 할 것이다. The objectives of this study is assessing the role fulfillment of bilingual instructors, finding some issues, and suggesting developmental alternatives for making best use of instructors. In order to do these research objectives, the author conducted questionnaires and interviews to bilingual instructors in elementary schools, middle schools and high schools. The results of the methods show that bilingual instructors take on more classes in the areas of multi-cultural education than bilingual education which is their original area of responsibilities. This situation has caused many problems; lack of textbooks and teaching materials, insufficient knowledge on teaching method, uncomfortable relationship with other full-time teachers and managers, unstable employment and anxiety. However, many bilingual instructors see that their roles are important and valuable despite all those problems they have to take on. Having assessed current situation of bilingual instructors, the author suggests several alternatives for better uses of bilingual instructors. In order to have good plans for providing bilingual instructors, sufficient reality-checks over all schools in a jurisdiction of municipal or provincial Office of Education should be done in the first place. Second, placement of bilingual instructors need to reflect the educational demands such as number of multi-cultural students and need of certain language education. Third, there are needs in development of teaching materials and textbooks and ways of sharing of those materials and information. Fourth, it is very recommendable to have a program connecting bilingual instructors with parents of multi-cultural students considering the importance of sharing educational experience as parents of bilingual students. Fifth, classes that focus on the need of bilingual education should be included in job training classes for incumbent full-time teachers, managers and incoming teachers. Sixth, better re-training programs for instructors are needed in order to enhance educational quality. Finally, providing employment opportunity for married immigrant women with higher education as instructors would be a good option since it is also a good alternative for social engagement aspect as well as bilingual education.

A Study on Korean University Students' Perception of Native and Non-native English Speaking Instructors’ English Courses

Paul Dobranic,Yang-soo Jung 한국언어연구학회 2016 언어학연구 Vol.21 No.3

The purpose of this research is to gage the effectiveness of native English instructor’s and Korean English instructors’ current university courses. For this purpose, 140 Korean university students were participated for a survey, which enquires about the aspects of the native English instructors’ classes and Korean English instructors’ classes that they previously enrolled. According to the survey results, Korean university students perceived the effectiveness of native English instructors in their classroom in a favorable light. The students responded that their overall English ability and fluency had increased. Students also responded that native English instructors provided the vast amounts of encouragement because the students felt that they were overcoming their fears associated to using English during the native English instructors classes. On the other hand, the students perceived that the Korean English instructors were more valued for in-depth grammar instruction and as vocabulary experts. None-the-less, the students expressed that Korean English instructors used less spoken English than they would otherwise like. One surprising finding was that the Korean university students are, in the majority, interested in content above conversational skills even in native English instructors’ courses. It is expected that the results of this study consistently substantiate that native English instructors seem to have a positive effect and play a valuable role in a well-rounded Korean education system.

문화예술교육사 양성 교육과정 및 인턴십 지원사업 개선 방안 연구

김해경,이주연 한국초등미술교육학회 2021 미술교육연구논총 Vol.64 No.-

The certifications of Arts and Culture Education Instructor have given from 2013. Unlike arts instructors, the working fields of arts and culture instructors are planning, implementation, and administration of arts and culture education as managers, regional experts, and planners. Korea Arts and Culture Education Service has been running a curriculum and various related projects to foster arts and culture instructors. Recently, Korea Arts and Culture Education Service has enforced Arts and Culture Education Instructors' Internship Program with the aim of improving the competency of arts and culture education instructors through practical experience and revitalizing arts and culture education programs, raising awareness of the uses of arts and culture education instructors and qualification systems for cultural institutions. In this study, intern culture and arts educators who participated in the internship support project for culture and arts educators reflected on the curriculum based on their experience in participating in the project. As a result, we tried to find ways to improve the curriculum and support projects, focusing on the relationship between the training curriculum and internship support projects. As a result of analyzing literature studies, interviews with personnel in charge of education at the Culture and Arts Education Promotion Agency, and interviews with culture and arts educators, among the job competencies of culture and arts educators, the curriculum and internship support projects are focused on operational competency and teaching competency. Therefore, it turned out that there is a need to find a way for supplement to improve planning competency, analysis competency, and evaluation competency. The curriculum was pointed out as a problem with the lack of professionalism of instructors, case-oriented lectures, lectures focused on infants and children, and on-site practice filling in time. It was proposed to find training places to reconsider the quality of training and practice and to provide a guideline for practice. The lack of systematic education turned out to be a problem with the internship program. For the intern arts and culture education instructors, the training programs provided by Korea Arts and Culture Education Service should be more robustly operated, as well as securing time and budget for educating the interns provided by cultural institutions participating in the program. In addition, it is necessary for Korea Arts and Culture Education Service to make an effort to settle the system of arts and culture education instructors by providing education about arts and culture education instructors to cultural institutions participating in the internship program. 예술 분야에 국한하여 활동하는 예술 강사와 달리 문화예술교육사는 문화예술교육의 기획, 실행, 행정 등의 분야에서 관리자, 지역 전문가, 기획자로서 폭넓게 활동한다. 문화예술교육사는 문화예술교육사 자격 제도에 의해 2013년부터 배부된 국가 자격증을 지닌 자이다. 문화예술교육사 양성 교육과정과 더불어 관련 사업을 운영하는 한국문화예 술교육진흥원은 문화예술교육사의 역량 강화 및 문화예술교육 프로그램을 활성화하고 문화시설 대상 문화예술교육사의 활용 및 자격 제도에 대한 인식 제고를 위하여 문화예술 교육사 인턴십 지원사업도 주관하고 있다. 문화예술교육사에 대한 사회적 관심과 더불어 이들의 본격적인 활동이 더욱 기대되는 가운데 문화예술교육사 양성 교육과정과 인턴십 프로그램을 재점검할 필요성이 제기됨에 따라, 본 연구는 문화예술교육사 양성 교육과정 과 인턴십에서 보완할 점을 알아보고 개선 방안을 모색하는 데 목적을 두었다. 이를 위하여 한국문화예술교육진흥원 문화예술교육사 교육 담당자와 인턴십 지원사업에 참여 한 인턴 문화예술교육사를 인터뷰하였으며, 양성 교육과정과 인턴십 지원사업에서의 문제점을 도출하였다. 그 결과 양성 교육과정과 인턴십 지원사업 모두 운영 및 교수 역량에 치중되어 있는 것으로 드러나 기획, 분석, 평가 역량의 향상을 위한 보완책이 요구되었다. 양성 교육과정의 경우 교수자 전문성 부족, 사례 위주의 강의, 유·아동에 집중된 강의, 형식적 현장 실습이 문제점으로 지적되었는데, 이의 보안 방법으로 문화예술 교육사 1급 자격과정의 개설을 통한 문화예술교육 전문 교수자 양성과 실습의 질적 재고를 위한 실습처 발굴, 실습을 위한 가이드라인 제공 등을 제안하였다. 문화예술교육사 인턴십 지원사업의 경우 체계적 교육의 부재가 문제점으로 드러났는데, 이를 위해서는 한국문화예술교육진흥원이 인턴 문화예술교육사에게 제공하는 연수가 보다 내실 있게 운영되어야 하며, 지원사업에 참여하는 기관에서 제공하는 인턴 교육 시간 및 예산이 확보되어야 함을 제안하였다. 또한 지원사업에 참여하는 기관들을 대상으로 한국문화예 술교육진흥원 또는 광역 재단에서 문화예술교육사 제도가 정착될 수 있도록 문화예술교육과 문화예술교육사에 대한 지속적인 교육을 실시하도록 노력해야 함을 강조하였다.

청소년지도자 양성시스템 재구축 방안Ⅰ - 청소년활동 분야 중심으로 -

최창욱,좌동훈,남화성,박정배 한국청소년정책연구원 2019 한국청소년정책연구원 연구보고서 Vol.- No.-

이 연구의 목적은 우리나라 청소년지도자 양성시스템에 대한 재구축 방안을 제시하는 것이며, 총 2년간 진행된다. 이 연구는 그 중 1차 년도 연구로 청소년활동 분야 청소년지도자(청소년지도사) 양성시스템 재구축 방안을 제시하는 것이 목적이고, 2차 년도인 2020년에는 청소년상담사 양성시스템 재구축 방안을 제시할 예정이다. 연구의 목적을 달성하기 위하여 문헌연구와 국내외 사례분석, 설문조사, 전문가 자문 등을 실시하였다. 문헌연구를 통해 청소년지도사의 자격급수 조정 검토와 대학 교과과목의 편성과 구분, 학점 통일 등에 대한 제구조화 논의, 현장실습에 대한 시사점을 도출하였다. 해외 사례에서는 유럽과 일본을 중심으로 국가․지방자치단체의 정책적 차원이나, 대학에서 청소년지도자를 양성하고 교육과정을 운영하고 있는 내용을 분석하였다. 현장 청소년지도사 대상 설문조사를 통하여 청소년지도 NCS의 타당성을 검토하였고, 청소년지도사에게 필요한 미래 핵심역량을 파악하였으며, 전문가 자문 등을 통하여 현 청소년지도사 자격검정제도의 개선방안을 도출하였다. 이상을 토대로 청소년지도사 양성시스템 재구축을 위한 장․단기 정책방안을 제시하였다. 단기 정책방안으로 현재의 청소년지도사 자격검정제도 개편방안을 제시하였고, 장기 정책방안으로는 청소년지도사 양성시스템을 현재의 청소년지도사 자격검정 제도와 청소년지도사 양성기관인증의 Dual 시스템으로 재편하는 방안을 제시하였다. 마지막으로 정책방안을 실현하기 위한 정책과제를 제시하였다. 정책과제는 ①청소년지도사 양성관련 법․제도 개선, ②청소년지도사 양성관련 인프라 정비, ③청소년지도자 양성관련 R&D 강화의 3영역 10개 세부정책과제로 이루어져있다. This study aims to propose measures to reconstruct Korea’s youth guide cultivation system and will proceed for two years. The first year of this study will be dedicated to proposing measures to reconstruct the cultivation system for the youth guides (youth instructors) in the youth activity sector. The second year of this study (2020) will be dedicated to proposing measures to reconstruct the cultivation system for youth counselors. In order to achieve the goals of this study, research of the relevant literature, analysis of domestic and overseas cases, collection of questionnaires, and consultation with experts were conducted. Based on the research of the literature in the field, discussions were carried out on ways to readjust the rating system for youth instructor qualification, to restructure and reorganize the relevant curricula at colleges, and to unify the credit system, while implications for on-site training were also found. Through overseas case studies centered on Europe and Japan, central and local government bodies’ policies and universities’ educational courses for cultivating youth instructors were analyzed. Through the questionnaires targeting youth instructors on the ground, the feasibility of youth instruction National Competency Standards (NCS) was reviewed, the key capabilities required of a youth instructor were identified, and improvement ideas for the existing youth instructor qualifying examination system were deduced through consulting with experts. Based on these findings, short-to-long-term policy measures were offered for the reconstruction of the youth instructor cultivation system. Short-term measures to reform the existing youth instructor qualifying examination system were proposed, along with long-term measures to divide the youth instructor cultivation system into the dual system of youth instructor qualifying examination and youth instructor cultivating institution certification. Lastly, policy tasks to realize these policy measures were proposed. The policy tasks include 1) the improvement of laws and institutions concerning the cultivation of youth instructors, 2) the reformation of infrastructure concerning the cultivation of youth instructors, and 3) the reinforcement of R&D concerning youth instructors. Ten detailed policy tasks are specified under these three areas.

유아 무용강사 파견업체 사례분석

김주희 ( Joo Hee Kim ),이은선 ( Eun Sun Lee ),김화례 ( Haw Rye Kim ) 한국무용예술학회 2012 무용예술학연구 Vol.38 No.-

The purpose of this study was to examine the state of institutions providing early childhood dance instructors and reform measures for supply of those instructors in a bid to provide some information on post-graduation career choice for dance majors, as more dance majors intended to make a contract with companies providing dance instructors. After the characteristics of those companies were analyzed, two companies were selected, and in-depth interviews were held over the representatives of the companies and instructors provided by them to find out the state of the companies and seek reform measures. The findings of the study were as follows: First, companies that provided dance instructors were established between 1997 and 2004, and most of the companies were located in Seoul and Gyeonggi Province where there were lots of preschoolers. Second, as for the operating state of the companies, the majority conducted both of early childhood P.E. and early childhood dance education programs, and a larger number of the companies just offered a job placement service without providing education for instructors. Third, in terms of organization, only 19 percent were well organized, which indicated that the companies should try to make themselves well organized. Fourth, as for the job characteristics of dispatched instructors and their form of work, instructors were mostly dispatched to early childhood education institutions in their neighborhood, and they often moved from an early childhood institution to another due to the unique characteristics of their job and consequently faced several difficulties related to traffic expenses, time and physical fitness. So better treatment should be provided for them. In terms of the form of work, they were irregular workers in general. Fifth, concerning instructor payment, dance instructors didn’t have an enough income when their transportation and food expenses were ruled out. Instructors should be properly be paid. Dance majors want to acquire information on employment, and the companies that provide dance instructors also want to publicize themselves to students. But there isn’t a good route of communication between the two. Under the circumstances, there are some suggestions on career choice for dance majors: First, educational-industrial cooperation is required to expedite the exchange of employment information. Second, education should be provided about early childhood programs. Third, college education primarily focuses on art education, but early childhood education programs should be developed as part of a college curriculum so that dance majors could conduct effective instruction without any difficulties when they teach preschoolers. This study is expected to be of use for providing employment information for dance majors, and to serve as an opportunity to step up research efforts on early childhood dance instructor providers.

온라인대학에서 교수자의 사회적 촉진활동에 따른 교수자 사회적 실재감의 차이 및 이들의 관계가 학습만족도에 미치는 영향

이의길 ( Eui Kil Lee ),김윤정 ( Yun Jung Kim ) 한국컴퓨터교육학회 2015 컴퓨터교육학회 논문지 Vol.18 No.3

본 연구는 온라인 대학의 성인 학습자들이 지각한 교수자에 대한 사회적 실재감이 교수자의 사회적 촉진활동에 따라 어떻게 달라지며, 이것이 궁극적으로 학습만족도에 어떤 영향을 미치는지, 그리고 이와 관련된 학습자 변인은 무엇인지를 분석하는 데 목적이 있다. 이를 위하여 2014학년도 2학기 국내 한 온라인대학 재학생 119명으로부터 수집된 인구학적 정보, 상호작용, 교수자에 대한 사회적 실재감 및 과목전반에 대한 사회적 실재감, 학업만족도에 대한 자료를 분석에 활용하였다. 연구목적에 따른 결과는 다음과 같다. 첫째, 교수자에 대한 사회적 실재감은 연령이 높은 집단에서, 자유게시판 활동에 참여한 집단에서 높았다. 둘째, 교수자의 사회적 촉진활동은 교수자에 대한 사회적 실재감을 높이는 데 기여했으나, 자유게시판 활동에 참여한 학습자들은 교수자의 개입이 없이도 교수자에 대한 사회적 실재감이 높았다. 셋째, 교수자의 사회적 촉진활동은 교수자에 대한 사회적 실재감과 유의미한 상관성을 보였으나 학습만 족도에 대한 영향력은 교수자에 대한 사회적 실재감과 과목 전반에 대한 사회적 실재감에서만 나타났다. 본 연구를 통해 학습만족도를 높이기 위해서는 교수자의 사회적 촉진활동이 사회적 상호작용에 소극적인 학습자들에게 보다 체계적으로 제공되어야 한다는 점이 제안되었다. This study aims to analyze differences in the social presence of instructor by instructor``s social intervention, the effects of the social presence of instructor on learning satisfaction, and learner characteristics related to the social presence of instructor. Data including subjects`` demographic information, interactions, social presence of instructor, social presence of the course, and learning satisfaction were collected from 119 adult learners in an online university in Korea. The main findings of this study are as follows. First, the social presence of instructor was higher in the higher-aged group or active group on intranet message board than the lower-aged group or inactive group on the board. Second, instructor``s social intervention increased the level of perceived social presence of instructor. However, the active group on the board has shown the highest level of perceived social presence of instructor, without instructor’s social intervention. Third, there was a high correlation between instructor``s social intervention and the social presence of instructor, while the variables affecting learning satisfaction were the social presence of instructor and social presence of the course. From the results of this study, it is suggested that instructors’ social interventions be provided systematically for those who are not active in social interaction to enhance their learning satisfaction.

유아 영어 강사들의 교수 동기 및 탈동기

공지윤(Jiyun Gong),김태영(Tae-Young Kim) 학습자중심교과교육학회 2023 학습자중심교과교육연구 Vol.23 No.8

목적 본 연구는 유아를 대상으로 영어교육을 하며 영어학원에서 근무하는 원어민 영어 강사, 한국인 이중 언어 강사, 그리고 어린이집 또는 유치원에서 영어 수업을 실시하는 파견 강사의 교수 동기 강화요인과 감소요인에 대해 분석하고 연구 참여자 6인의 교수 동기 및 탈동기 차이를 발생시키는 원인을 밝히는 것을 목적으로 한다. 방법 유아 대상 영어학원에 근무하는 원어민 영어 강사 2명, 한국인 이중 언어 강사 2명 그리고 어린이집 또는 유치원에서 영어 수업을 실시하는 유아 영어 파견강사 2명을 대상으로 사전면담 1회, 반구조 면담 3회를 실시하였다. 사전면담과 반구조 면담을 통해 수집된 자료는 근거이론의 3단계 절차에 따라 개방코딩, 축코딩 그리고 선택코딩으로 분석되었다. 결과 심층면담 결과로, 유아 영어 강사들의 교수 동기는 참여 강사 6인의 개인별 차이가 발생하는 반면 탈동기는 영어강사의 유형별 차이가 발견되었다. 또한 교수 동기의 차이를 발생시키는 원인으로는 개인적 요인으로 교수 동기의 목적에 따라 상이하게 나타났다. 반면에 탈동기 차이를 발생시키는 원인으로는 근무기관의 환경과 서로의 업무가 상이함에 따라 직업 유형별로 다른 결과가 도출되었다. 결론 이러한 연구 결과는 유아를 대상으로 영어 수업을 실시하는 영어 강사들의 근무 환경의 개선과 국가적 차원에서 강사 관리 시스템 구축이 필요하다는 것을 시사한다. 또한 영리 목적으로 운영되고 있는 영어학원 및 파견 업체의 영어수업 방식을 국가에서 관리하고 체계화하는 과정이 진행되어야 할 필요가 있다. Objectives This study investigates the factors that enhance and decrease the teaching motivation of native English instructors who teach English to young children, Korean bilingual instructors, and dispatched instructors who teach English at daycare centers or kindergartens. This study aims to find out the cause of the difference in teaching motivation and demotivation among the six participants. Methods One pre-interview and three semi-structured main interviews were conducted with two native English instructors working at an English academy for young children, two Korean bilingual instructors, and two dispatched English instructors who teach English at daycare centers or kindergartens. The data collected through the pre-interview and semi-structured interviews were analyzed by open coding, axial coding, and selective coding according to the three-step procedure from Grounded Theory. Results The interview data revealed that the teaching motivation of the early childhood English instructors differed among the six participating instructors, while the demotivation differed according to the teacher group. In addition, the cause of the difference in teaching motivation was a personal factor, and it appeared different based on each instructor’s purpose of teaching motivation. On the other hand, as the cause of the difference in demotivation, idiosyncratic results were derived for each teacher group as the environment of the three groups’ working conditions showed remarkable differences. Conclusions The results of this study indicate that it is necessary to improve the work environment of English instructors who teach English to young children and to establish a systematic teacher management system at the national level. In addition, the government needs to take an active role in introducing early childhood English education to English academies and dispatching companies.