보육교사와 유치원교사의 온라인 커뮤니티 참여활동에 대한 네트노그라피 연구

초록

Involvement in an online community can develop expertise and improve life satisfaction. Recently online communities and social networking services have been used to strengthen and organize the mutual exchange of early childhood education teachers, the study of which should be of interest to the academic community. Therefore, this study analyzed teacher participation in online early childhood educators’ communities. As are search method, we adopted netnography as proposed by Kozinets and selected one online teacher community according to the community selection criteria of netnography. The study collected online community posts written by teachers from October 2016 to October 2017, and conducted online group interviews with six community members. The collected data were analyzed using netnography and prior studies. The results of the study were as follows: First, the topics of teachers’ online community participation were job-search, job-adaptation, and teacher main tasks; second, the motivation for teachers’ online community participation was to exchange information, build relationships, and find self-affirmation. Early childhood teachers used the online community as a place for job-seeking and job-adjustment and exchanged emotional support with other teachers through self-affirmation. This study used netnography to analyze how the online early childhood teachers’ community can provide empirical implications for considering teachers’ needs, perceptions, and attitudes as professionals and explore the roles and functions of an online teachers’ community.

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