초등영어 교사의 읽기지도 전문성: 교과지식, 신념, 실행
Elementary school English teachers’ professionalism for teaching literacy: Content knowledge, beliefs, and teaching practices
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본 연구는 초등영어 교사의 읽기 지도에 필요한 전문성을 교과지식, 신념, 읽기 실행 측면에서 분석하고, 이것이 학생들의 문해력 습득과 어떤 관련성이 있는지를 탐색한 것이다. 문해력 발달 연구와 외국의 초등학교 교육과정을 분석하여 교과지식, 신념, 실행 요소의 구인을 추출하여 설문지를 구성하였다. 영역별 구인은 신뢰도 검증을 통해 내적일관도를 분석하여 최종 문항을 확정했다. 응답 결과를 분석한 결과, 초등영어 교사들의 읽기 지도에 관한 교과지식, 신념, 실행 점수가 모두 낮았다. 특히 문해력 초기에 필요한 파닉스 원리에 대한 이해와 구체적 지도 방법에 대한 지식이 낮았는데, 이는 초등학생의 기초 문해력 습득에 문제가 될 것으로 보인다. 또 실행면에서도 알파벳 원리를 적용한 단어 해독 지도와 문장 읽기에 필요한 유창성 지도가 미흡했으며 문해력 지도와 관련된 여러 항목에서 신념도 부족했다. 분석 결과, 문해력 지도를 위한 교사의 전문성 부족에는 교사 연수, 교과서, 지도서 등의 영향도 있었다. 연구 결과를 바탕으로 읽기 지도에 필요한 교사의 교과지식 함양이 급선무이며, 이를 위한 해결 방안을 제시하였다.
Abstract
This study investigated elementary school English teachers’ professionalism in reading instruction. The study employed a questionnaire survey method. Through the literature review, three categories emerged for examining teacher professionalism: teachers’ content knowledge, teaching practice, and their beliefs on reading instruction. Eleven to twelve items at each category for the measure were developed, and a total of sixty-eight elementary school teachers responded to a survey via email. A test of internal consistency revealed the items of 3 categories could be reliably measured. Selected data were analyzed using descriptive statistics, one-way ANOVA, and chi-sqaure test. Findings showed that teachers’ content knowledge, beliefs, and teaching practices were generally low. Content knowledge showed significantly meaningful differences according to teachers' background variables such as academic degree or teacher training. Teachers' content knowledge was insufficient for providing effective reading instruction to beginning readers, particularly in the reading recognition stage. Given the analyzed data, the study concludes that teachers should be equipped with sufficient content knowledge so that they could support students learn foundational skills of literacy.
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