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Learners of Korean are increasing globally, but this growth can only be sustained by training local non-native teachers. To address this issue, this paper identifies the subjective perspectives of Korean language teaching professionals about the main competencies needed by non-native Korean teachers. Following a Q methodology protocol, 35 teachers sorted 42 statements about non-native Korean teacher competencies. The analysis identified four perspectives. Factor 1 stresses the ability to adapt teaching to the learning context and Korean language proficiency. Factor 2 stresses the importance of pursuing continuous professional development without deeming a near-native language proficiency essential. Factor 3 stresses the need to love the language and the ability to maintain advanced language skills. Factor 4 again stresses the need to love the Korean language, the profession, and the importance of a strong sense of responsibility as an educator. Results are discussed with reference to teacher training program design.

Defining competencies for training non-native Korean speaking teachers: a Q methodology approach