아랍어 교사의 전문성과 교과 내용 지식에 관한 연구
Arabic Teacher’s Professionalism and Subject Content Knowledge
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The present study focuses on the professionalism of Arabic teachers as an important qualification and skill necessary to Arabic teachers. It is commonly said that the quality of education cannot surpass that of teachers in charge. This saying points towards the importance of training good teachers in order to produce good education for learners. Focusing on the truthfulness of the saying, the researcher examines the established suggestions made by the researchers and the related institutions concerning foreign language teaching. First of all, the researcher investigates the standards for foreign and Arabic languages teachers issued by the ACTFL(2002), TESOL/NCATE(2008), Ahmad Muhammad Babikir(2008), and the Korean Association of Arabic Language and Literature. The examination, as already suggested, identifies, as common factors, language and culture skill, class teaching management skill, assessment skill, personality and self- development. Lastly, I define Arabic subject content knowledge considered as a key factor for professionalism on the part of Arabic teachers for Korean learners. They can be listed as Arabic language, culture, linguistics and literature. Professionalism consists of Arabic communication skill, understanding and explaining major issues of Arabic linguistics, skill of using Arabic and Korean dictionaries, skill of researching and comparing between Korean and Arabic, and using research findings in classes, knowledge and understanding of Arabic literature and its usage in the classes, acquired knowledge of major aspects of Korean and Arabic cultures, and comparison between the two and its usage in the classes.
Abstract
The present study focuses on the professionalism of Arabic teachers as an important qualification and skill necessary to Arabic teachers. It is commonly said that the quality of education cannot surpass that of teachers in charge. This saying points towards the importance of training good teachers in order to produce good education for learners. Focusing on the truthfulness of the saying, the researcher examines the established suggestions made by the researchers and the related institutions concerning foreign language teaching. First of all, the researcher investigates the standards for foreign and Arabic languages teachers issued by the ACTFL(2002), TESOL/NCATE(2008), Ahmad Muhammad Babikir(2008), and the Korean Association of Arabic Language and Literature. The examination, as already suggested, identifies, as common factors, language and culture skill, class teaching management skill, assessment skill, personality and self- development. Lastly, I define Arabic subject content knowledge considered as a key factor for professionalism on the part of Arabic teachers for Korean learners. They can be listed as Arabic language, culture, linguistics and literature. Professionalism consists of Arabic communication skill, understanding and explaining major issues of Arabic linguistics, skill of using Arabic and Korean dictionaries, skill of researching and comparing between Korean and Arabic, and using research findings in classes, knowledge and understanding of Arabic literature and its usage in the classes, acquired knowledge of major aspects of Korean and Arabic cultures, and comparison between the two and its usage in the classes.
참고문헌 (19)
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