비원어민 예비 한국어 교사의 ‘한국어교육실습’ 경험에 관한 내러티브 탐구 -원격대학 학습자를 중심으로-

Abstract

This study focuses on the motivation, difficulty, growth, and teacher identity formation experienced by non-native undergraduate students attending the `Korean Language Education Practice' course remotely, and analyzed their narratives with a narrative inquiry method. The process of potential Korean teachers who have learned Korean as a second language has educational and sociocultural significance in that it goes beyond simple qualification acquisition and reconstructs their own narratives. Focusing on in-depth interviews on five non-native Korean teachers conducted after the mock class, the researcher analyzed each participant's learning background, practice experience, identity recognition, and the effect of remote learning on their narrative as a non-native pre-service Korean teacher. Research results suggest that participants chose a career path as a teacher based on a practical motive to share their experiences as Korean learners with others. Secondly, the `Korean Language Education Practice' subject caused the highest anxiety and challenge among participants, but formed a sense of self-efficacy for teaching competency through repeated feedback and reflection. Lastly, while remote classes removed time and space barriers, students reported feeling emotionally distanced without face-to-face interaction. However, complementary devices such as live classrooms and group chat rooms worked positively to secure motivation and stability to participate in the practice. The study suggests how non-native potential teachers' verbal anxiety, multicultural sensitivity, and empathy competencies affect the formation of teacher identity and practical experience, highlighting the importance of promoting diversity and inclusiveness of Korean language education.