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초등학교 영어 협동수업에 대한 내국인교사와 원어민교사의 인식차이에 관한 분석

An analysis of native and nonnative English teachers’ perception on their role in elementary school settings of co-teaching

박휴용
팬코리아영어교육학회 (Pan-Korea English Teachers Association)|2010.12|영어교육연구 (English Language Teaching)|제22권 제4호|pp. 133-163|DOI 10.17936/pkelt.2010.22.4.006

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참고문헌

키워드

협동수업(co-teaching)협동수업모형(co-teaching model)요구조사(need analysis)협의(conference)
주제분류영어와문학

초록

This study investigates domestic English and native English teachers’ self- reflection on the practices of co-teaching in the elementary schools. This study especially focuses on analyzing and understanding how differently domestic and native English teachers perceive the general objectives, specific performances, and problems & solutions of co-teaching. The concrete research questions are: 1) how do they perceive the success or failure of their co-teachings under their own experiences?; 2) what is the most effective co-teaching model for each study area and who should be in charge with the class for particular settings?; and 3) what may be the difficulties, problems, or solutions to improve co-teaching practices for effective elementary English education? For research methods, this study adopts multi-phase data gathering procedure: a survey administered to the targeted co-teachers, face-to-face interviews with volunteer participants, and the observations of the classroom teachings for some of the interviewed participants. Most notable findings of this study are: 1) there are not enough clear role distributions between domestic and native teachers; 2) the actual role playing of the native teachers in real classes is restricted to very superficial practices; 3) the major obstacles for their cooperation are, to name a few, English proficiency of domestic teachers, paper-work overload, and cultural misunder- standing, etc.; and 4) the most critical factor for a cooperative team-work is, not the teaching experiences or teaching certificates, but the attitudes or personalities of both parties. Finally, the implications of these findings are discussed.

Abstract

This study investigates domestic English and native English teachers’ self- reflection on the practices of co-teaching in the elementary schools. This study especially focuses on analyzing and understanding how differently domestic and native English teachers perceive the general objectives, specific performances, and problems & solutions of co-teaching. The concrete research questions are: 1) how do they perceive the success or failure of their co-teachings under their own experiences?; 2) what is the most effective co-teaching model for each study area and who should be in charge with the class for particular settings?; and 3) what may be the difficulties, problems, or solutions to improve co-teaching practices for effective elementary English education? For research methods, this study adopts multi-phase data gathering procedure: a survey administered to the targeted co-teachers, face-to-face interviews with volunteer participants, and the observations of the classroom teachings for some of the interviewed participants. Most notable findings of this study are: 1) there are not enough clear role distributions between domestic and native teachers; 2) the actual role playing of the native teachers in real classes is restricted to very superficial practices; 3) the major obstacles for their cooperation are, to name a few, English proficiency of domestic teachers, paper-work overload, and cultural misunder- standing, etc.; and 4) the most critical factor for a cooperative team-work is, not the teaching experiences or teaching certificates, but the attitudes or personalities of both parties. Finally, the implications of these findings are discussed.

참고문헌 (62)

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