한국 중등영어회화전문강사 선발시험 개선연구
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It recently became evident that the EFL needs of secondary school students could not be met by the then-current complement of teachers. This led to an increase in the number of Conversational English Instructors in the public school system. This growing demand for EFL instructors in our nation’s public schools requires an obligation to examine the selection criteria and process for incoming EFL instructors. Based on our analysis of a nationwide survey of EFL Instructors, we recommend reforms to the selection process system. A total of 199 EFL instructors in secondary schools including those in Seoul, metropolitan cities, medium-sized cities, and small communities participated in the main survey. The survey considered the entire EFL Instructor selection process including the 1st step of applicant specifications, the 2nd step of teaching-learning performance test and interview test. Our analysis suggests that the selection criteria should include the applicant’s proficiency test score in spoken and written English, and the teaching-learning performance should be emphasized in a greater extent. This research suggests that the way of testing the applicants’ teaching-learning performance in the 2nd step selection process should be changed into a more authentic microteaching situation, and that regional needs vary and must be considered in the selection process.
Abstract
It recently became evident that the EFL needs of secondary school students could not be met by the then-current complement of teachers. This led to an increase in the number of Conversational English Instructors in the public school system. This growing demand for EFL instructors in our nation’s public schools requires an obligation to examine the selection criteria and process for incoming EFL instructors. Based on our analysis of a nationwide survey of EFL Instructors, we recommend reforms to the selection process system. A total of 199 EFL instructors in secondary schools including those in Seoul, metropolitan cities, medium-sized cities, and small communities participated in the main survey. The survey considered the entire EFL Instructor selection process including the 1st step of applicant specifications, the 2nd step of teaching-learning performance test and interview test. Our analysis suggests that the selection criteria should include the applicant’s proficiency test score in spoken and written English, and the teaching-learning performance should be emphasized in a greater extent. This research suggests that the way of testing the applicants’ teaching-learning performance in the 2nd step selection process should be changed into a more authentic microteaching situation, and that regional needs vary and must be considered in the selection process.
참고문헌 (19)
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