ScholarWorks@숙명여자대학교

초록

The purpose of this study is to explore the motivation for pre-nutrient teachers to choose teachers and expectations for job satisfaction when they actually get a job as nutrition teachers, thereby vividly deriving various motivation and expectations that pre-nutrient teachers feel in the process of choosing teachers, and emphasizing the importance of motivation to achieve their job goals. To this end, 10 pre-service nutrition teachers who are enrolled as nutrition education majors at the graduate school of education in the metropolitan area were selected as participants and a case study using in-depth interviews was conducted. As a result of the study, the motivation for pre-nutrient teachers to choose teaching is ‘the identity and role of nutrition teachers’, ‘need for nutrition teachers and responsibility’, ‘my aptitude learned through nutritionist work experience’, ‘pleasant interaction with students’, ‘the recommendation of those around me’, and ‘stable job of reducing anxiety about the future’. In the future, satisfaction expectations for becoming a nutrition teacher were found to be ‘a stable job that reduces future anxiety’, ‘a sense of purpose as a nutrition teacher’, and ‘the importance of job satisfaction and relationship’. There is a vivid derivation of the motivation and satisfaction expectations of pre-service nutrition teachers to choose a teaching profession, and it emphasizes the importance of motivating them to have values and expertise as teachers to achieve their job goals. It also raises concerns about changes in social perception of teachers and the importance of education, and proposes the need for various support and programs to help prospective nutrition teachers maintain positive motives.

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