Despite growing institutional and policy interest in teacher education, discussions regarding the professional growth of Korean L1 teachers remain limited, often concentrating primarily on student outcomes. This study investigates the professional growth perspectives of 56 Korean L1 teachers using the Q methodology. Participants sorted statements representing six habits of mind—epistemic, sociolinguistic, psychological, moral-ethical, philosophical, and aesthetic—across three reflective categories: content, process, and premise. Findings revealed epistemic and psychological habits as central, while philosophical, sociolinguistic, and aesthetic habits received less focus. Teachers prioritized personal growth over collective or contextual considerations, revealing gaps in addressing sociocultural diversity and comprehensive learner development. The study highlights the need for balanced teacher-training frameworks that integrate universal pedagogical principles with subject-specific needs, promoting holistic professional growth and adaptability.
Sungmin Chang (Wed,) studied this question.