90년대생 한국어 교사의 한국어 교사 되기 경험에 관한 현상학적 연구

This phenomenological study examines the overall teaching experiences and the process of becoming Korean language teachers among Korean language teachers born in the 1990s. Four young Korean language teachers born in the 1990s are participated for this research. This study observed what the four teachers experienced and felt while teaching Korean at various Korean language education institutions, from the moment they decided to major in Korean education. The participants chose Korean education driven by an expectation for communication and interaction with foreigners, flexible working hours, and a calling to teach Korean and Korean culture. However, upon entering their master's program, they became aware of the unstable employment and low hourly wages of Korean language teachers. Moreover, after starting their job, they had to renew their employment contract every three months or find another teaching position. In addition to teaching, they frequently had to work overtime due to additional paperwork, such as guidance and counseling for their students. Being in a vulnerable position, it was difficult for them to actively respond to unfair treatment from the institutions. For these reasons, they sometimes felt a sense of helplessness upon witnessing their colleagues quitting teaching Korean. However, the reason the participants are still in the Korean education field is due to the significant satisfaction and fulfillment they get in the classroom. While there are some institutions where the treatment of Korean language teachers is improving, these improvements are mainly targeted towards experienced full-time teachers. Therefore, it remains challenging for the 90s-born Korean language teachers, including the study participants, to find stable employment. They may have to seek additional work outside of their role as Korean language teachers. In general, the 90s-born teachers have received a more systematic education than their senior teachers. These young, well-trained teachers should be treated better. It is hoped that this research will help discuss working conditions for these teachers.