영어교육 정책 변화에 따른 우리나라 중·고등학교 교사의 교수 탈동기 연구

다국어 초록 (Multilingual Abstract)

The purpose of this paper is to analyze teacher’s demotivation as a policy
implementer based on their recognition of education policy in South Korea. Teachers’
recognition and their subsequent adoption of English education policies can function
as an important guideline for facilitating changes in classroom instruction on a daily
basis. This paper summarized the flow of educational policy changes initiated and
implemented in each regime from the 1990s to 2017. A series of in-depth interviews
with 11 in-service teachers in middle and high schools across Seoul and Gyeonggi
Province were conducted regarding major English education policies and their
influence on the participating teachers’ demotivation in teaching. The interview data were
analyzed based on Grounded Theory approach. The findings indicated that teacher
demotivation has complicated relations with the work environments such as the relationship
with fellow teachers and the self-perception of teaching profession. In addition, teachers
were found to be demotivated by their sense of alienation in policy making and
administration and gradually formulated indifferent and/or negative attitudes toward
government-initiated English education policies. The above findings imply that an accurate
understanding and recognition of education policy reflecting in-service English teachers’
voices and work experiences is the key element for achieving its intended educational
reform.

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