국어 교사의 촉진자로서의 교사 개념 및 수업 실천에 대한 인식
A Study on the Recognition of the Concept and Teaching Practice of Korean Language Teachers as Facilitators
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While there is ample literature on the principles and cases of learner-centered learning, little is known on what teachers do in classes as “facilitators”. This study surveyed 74 middle and high school Korean language teachers about their perception of their own classes and the concept of a facilitator. The results showed that respondents’ classes were evenly distributed from teacher-centered classes to student-centered classes. Their learner-centeredness was implemented at various levels from lesson flow or teaching and learning model to local major characteristics. They were expected to have difficulty because of incomplete conceptual recognition, and confusion regarding the teacher’s act of “leading/eliciting” as being teacher-centered or student-centered. Their characteristics as facilitators fell under six categories; to make students “understand”, “participate”, “interact”, “think”, “lead”, “create relationships and atmosphere”, and “connect.” We proposed the development of instructional practice through the elaborating perception of the concept of learner-centered learning and the facilitator, self-regulation of instructional practice through the hierarchization of facilitator types, and establishment of four areas of facilitator education.
Abstract
While there is ample literature on the principles and cases of learner-centered learning, little is known on what teachers do in classes as “facilitators”. This study surveyed 74 middle and high school Korean language teachers about their perception of their own classes and the concept of a facilitator. The results showed that respondents’ classes were evenly distributed from teacher-centered classes to student-centered classes. Their learner-centeredness was implemented at various levels from lesson flow or teaching and learning model to local major characteristics. They were expected to have difficulty because of incomplete conceptual recognition, and confusion regarding the teacher’s act of “leading/eliciting” as being teacher-centered or student-centered. Their characteristics as facilitators fell under six categories; to make students “understand”, “participate”, “interact”, “think”, “lead”, “create relationships and atmosphere”, and “connect.” We proposed the development of instructional practice through the elaborating perception of the concept of learner-centered learning and the facilitator, self-regulation of instructional practice through the hierarchization of facilitator types, and establishment of four areas of facilitator education.
참고문헌 (44)
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