효과적인 초등교사 해외영어연수프로그램 개발을 위한 제언
Suggestions for effective overseas elementary teacher training programs
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In South Korea, many in- and pre-service teachers are being sent to foreign countries for training programs based on the recent decisions of local educational offices and universities of education to send its current teachers as well as student educators abroad to enhance their teaching abilities. The study firstly proves that a 4-week program abroad has a significantly positive effect on improving participating teachers’classroom English proficiency when it includes a course of classroom English despite the relatively short period of training abroad. The participating elementary teachers who were involved in 3 different models in the Philippines and in the U.S.A, were given survey questionnaires to uncover their perceptions on the programs experienced while training abroad. The surveyed teachers’ perceptions were found to be overall satisfactory. Furthermore, ‘peer activity’ was rated as the most effective component of the program because of the authentic experience and practical applications within the training program. While the Philippine programs had many positive reviews in developing intensive and varied program contents, there was also strong criticism of the program’s shortcomings based on the social-language learning barriers. The study also suggests possible ways of heightening the effectiveness of the 4-week training abroad programs for future applications.
Abstract
In South Korea, many in- and pre-service teachers are being sent to foreign countries for training programs based on the recent decisions of local educational offices and universities of education to send its current teachers as well as student educators abroad to enhance their teaching abilities. The study firstly proves that a 4-week program abroad has a significantly positive effect on improving participating teachers’classroom English proficiency when it includes a course of classroom English despite the relatively short period of training abroad. The participating elementary teachers who were involved in 3 different models in the Philippines and in the U.S.A, were given survey questionnaires to uncover their perceptions on the programs experienced while training abroad. The surveyed teachers’ perceptions were found to be overall satisfactory. Furthermore, ‘peer activity’ was rated as the most effective component of the program because of the authentic experience and practical applications within the training program. While the Philippine programs had many positive reviews in developing intensive and varied program contents, there was also strong criticism of the program’s shortcomings based on the social-language learning barriers. The study also suggests possible ways of heightening the effectiveness of the 4-week training abroad programs for future applications.
참고문헌 (17)
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