행위이론 관점에서 본 초등 영어교사의 교수 동기 양상 및 변화

다국어 초록 (Multilingual Abstract)

This study aims to explore the changes of teacher motivation from an Activity Theory (AT)perspective. Beginning with a brief review of teacher motivation, the authors discuss theapplicability and relevance of using an AT framework for the purpose of unraveling thecomplexity of teacher motivation over the lifetime process of professional development. Thedata were collected mainly from semi-structured interviews from three master-level primaryEnglish teachers. They were first asked to complete a graph of trajectories to visualize theirmotivational fluctuations over time. The interviews were recorded, transcribed, and analyzed inorder to identify the factors affecting the participants’ (de)motivation and motivational changes.The findings indicate that teacher motivation was influenced by complex dynamics of individualand sociocultural factors. Three teachers’ levels of motivation progressed differently dependingon how they recognize and articulate object, choose mediational tools coherently, andimplement the mediational tools to achieve their object. Teacher motivation was significantlyaffected by the nature of their goal setting and resetting. This study implies that the key forsystematic explanation of L2 teacher motivation lies in how an individual teacher constructivelyrecognizes and utilizes the mediational tool for professional development.

목차 (Table of Contents)

• Ⅰ. 서 론
• Ⅱ. 선행 연구
• Ⅲ. 연구 방법
• IV. 결과
• V. 논 의
• VI. 요약 및 시사점
• 참 고 문 헌

참고문헌 (Reference)

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