영어회화전문강사 선발시험체계에 대한 정규교사들의 인식 연구
Teachers’ Perceptions of the English Conversation Instructor Selection System in Secondary Schools
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This research investigates the perception of regular English teachers of the testing system for conversational English instructors in secondary schools. A nation-wide survey of two hundred English teachers was conducted on the basis of school area: Seoul, metropolitan cities, medium-small cities, and small town areas. The survey considered the whole ESL instructor selection process including the 1st step of applicant specifications, the 2nd step of the teaching-learning performance test, and the interview test. Based on our analysis of this nationwide survey of regular English teachers, the authors recommend reforms to the selection process system. It has become clear from our analysis of this survey that at least fifty percent of the regular English teachers agree that the current English conversational instructors are able to make efficient use of their pedagogical content knowledge, and that this current English conversational instructor selection system should be expanded. The analysis of the survey firstly suggests that the selection criteria should include the applicant’s proficiency test score in spoken and written English, and teaching-learning performance should be emphasized in a greater extent. This research suggests also that the method of testing the applicants’ teaching-learning performance in the 2nd step selection process should be changed into a more authentic classroom-like situation where an interaction between the teacher and students should be observed. Secondly, regional needs vary and must be considered in the selection process; the time allocation for the in-depth interview should be expanded.
Abstract
This research investigates the perception of regular English teachers of the testing system for conversational English instructors in secondary schools. A nation-wide survey of two hundred English teachers was conducted on the basis of school area: Seoul, metropolitan cities, medium-small cities, and small town areas. The survey considered the whole ESL instructor selection process including the 1st step of applicant specifications, the 2nd step of the teaching-learning performance test, and the interview test. Based on our analysis of this nationwide survey of regular English teachers, the authors recommend reforms to the selection process system. It has become clear from our analysis of this survey that at least fifty percent of the regular English teachers agree that the current English conversational instructors are able to make efficient use of their pedagogical content knowledge, and that this current English conversational instructor selection system should be expanded. The analysis of the survey firstly suggests that the selection criteria should include the applicant’s proficiency test score in spoken and written English, and teaching-learning performance should be emphasized in a greater extent. This research suggests also that the method of testing the applicants’ teaching-learning performance in the 2nd step selection process should be changed into a more authentic classroom-like situation where an interaction between the teacher and students should be observed. Secondly, regional needs vary and must be considered in the selection process; the time allocation for the in-depth interview should be expanded.
참고문헌 (24)
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