This study focused on challenges faced by early childhood English teachers in Korea against the backdrop of the local rise of English education for young learners. A mixed-method was used to collect data, including open-ended survey questionnaires and interviews. Six teachers from 250 early childhood English teachers were selected for this study based on the length of teaching experience. A number of challenges emerged from the analysis of the survey, including classroom management, mixed-level class, motivation, teaching methodology, parents involvement, restrained English education in the context of Korea, the teacher’s level of English, lack of assessment and materials which fit early childhood language learners, and balancing between interest and learning. Nine distinct themes were found based on calculated frequency. They were cross-tabulated by two groups of teachers depending on whether teachers had less or more than three years of teaching experience. Results showed challenges and difficulties faced by teachers with lengthy teaching experience. Findings of this study suggest a way to build teacher education programs to support the challenges identified by teachers.

1. 서론
2. 선행연구
    2.1. 아동영어교육과 아동영어교사
    2.2. 아동영어교사의 어려움
    2.3. 교수 경력에 따른 차이 연구
3. 연구방법
    3.1. 연구참여자
    3.2. 연구도구
    3.3. 분석방법
4. 결과 및 논의
    4.1. 아동영어교사의 어려움
    4.2. 교수 경력에 따른 어려움의 차이
5. 결론
참고문헌

• 김정인(서울신학대학교) | Kim Jung In