문해지도의 문제점과 개선 방안 - 초등 예비교사의 지도사례를 중심으로 -

Abstract

This study analyzes the challenges faced by pre-service elementary school teachers in instructing first-grade students struggling with Korean literacy acquisition and proposes improvement measures. By examining seven recorded teaching sessions, the study identified difficulties in delivering learner-centered instruction, such as failing to recognize meaningful student behaviors and providing insufficient scaffolding. Challenges in lesson design and execution were found to include misaligned teaching methods and insufficient material preparation, while communication issues were identified as involving ambiguous expressions and inadequate feedback. To address these problems, this study suggests enhancing oral communication skills, establishing dedicated literacy instruction courses, expanding teaching opportunities, and strengthening qualifications. These findings will contribute to the enhancement of pre-service teachers' instructional competencies and the overall quality of elementary literacy education.