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논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 저널정보
- 한국영어학회 영어학 영어학 Volume.23
- 발행연도
- 2023.1
- 수록면
- 237 - 253 (17page)
- DOI
- 10.15738/kjell.23..202303.237
이용수
초록· 키워드
오류제보하기
This qualitative study investigates the emotional labor of beginning EFL teachers concerning their students. Two beginning teachers working at Korean junior high schools in the public sector were recruited for the study, and semi-structured interviews with each participant were the main data source. The transcription of interviews was analyzed using Activity Theory (Leont’ev 1978, Engestrӧm 1999), influenced by Vygotsky (1978), to capture the conflicts and resolutions from a comprehensive perspective. The results indicated that the participating teachers thought they were experiencing conflicts with the instructional instrument and the teaching community while performing emotional labor, and they experienced difficulty suppressing their feelings concerning students exhibiting problematic behavior. In addition, the conflicts in their activity system were resolved by changing their teaching practices, materials, and emotional response to the students. The results imply that beginning teachers should receive help through pre-and in-service training courses, the school, and the system.
목차
ABSTRACT
1. Introduction
2. Literature Review and Theoretical Framework
3. Methodology
4. Results
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UCI(KEPA) : I410-ECN-0101-2023-705-000319348