문해력 교육 전문성 향상을 위한 교사 재교육 프로그램의 성과와 전망 - C교육대학교 초기 문해력 교사 리더의 목소리를 중심으로 -

Abstract

Recently, the literacy crisis has emerged as an urgent concern in society, prompting discussions on teacher reeducation programs. To improve teachers’ professionalism in literacy education, systematic university-based teacher reeducation programs are required. This study focuses on the “Early Literacy Teacher Leader Training Course” of the C University of Education as a domestic model of such a university-centered literacy teacher reeducation program. To analyze the outcomes of the Early Literacy Teacher Leader Training Course, we conducted a survey and focus group interview (FGI) with five teacher leaders who completed the program, using Kirkpatrick’s four-level evaluation model. The survey and FGI questions were structured to encompass four levels of evaluation: response, learning, behavior, and outcome. A qualitative analysis of the collected data was conducted by developing an analysis framework specifically tailored to address the objectives of the evaluation as well as the distinctive characteristics and contextual factors of the Early Literacy Teacher Leader Training Course. The analysis revealed that teacher leaders were very satisfied with the program because they experienced “significant advance- ments in their professional development and achievement.” They reported improved efficacy in early literacy education and research competency as direct outcomes of the program. Furthermore, teacher leaders demonstrated a continued commitment to applying the knowledge and skills acquired during the program and actively engaging in early literacy instruction and research even after completion. Significantly, they acknowledged the substantial positive impact of the program on both their growth and that of their students. Consequently, the direction of the literacy teacher reeducation program is proposed as follows: ① developing a university-centered long-term program; ②adopting practice-oriented approach; ③implementing a balanced curriculum; and ④supporting ongoing professional development.