Exploring Fragmentary Definitions of ‘Momchi’and‘Ddukddaki’Among Elementary Pre-service Teachers in Expressive Activities : Focusing on Discourse Analysis

Objectives This study aims to analyze the lexical meaning embedded in the term ‘momchi’by selecting 10 prospective elementary school teachers and exploring the situational nuances behind the expressions ‘Momchi’ and ‘Ddukddaki’ Methods The discussed topics can be categorized into three main areas. First, the analysis of teacher competencies focuses on the lack of experience in expressive activities in the context of skilled techniques and passion. Second, regarding the vocabulary of 'Momchi' and ‘Ddukddaki’ the process of constructing a lexical network concerning the 'self as seen' and the 'self as presented' is explored, revealing related expressive meanings. Third, reflections on the act of dancing emphasize practical language related to self-fulfillment and self-confidence, indicating a developed self-reflection. The conceptual expressions of 'Momchi' and ‘Ddukddaki’can be understood as self-biased vocabulary, linked not to biological tendencies but to knowledge, physical discipline, and self-strategic vocabulary associated with experiential presence or absence. Conclusions In this regard, the researcher suggests that the essence of movement education should not be limited to learners alone, but that teachers, as producers, should be given more educational opportunities. From this perspective, this study holds significant implications as an example of discourse research.