원어민 영어보조교사 협력수업 유형 및 교사수업 행동 연구
Collaborative teaching type and behavior of Korean teachers in co-teaching English class
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This study was to examine the effective co-teaching type and the Korean teachers’ teaching behaviors by investigating co-teaching factors in English class. For these purposes, a survey was designed and conducted. The survey of this research was answered by 927 students of collaborative classes for one year at the academic high schools of Gyeonggi province. The participants of this study were sampled from thirty schools in twelve cities such as Seongnam, Yeoncheon, etc. The results showed the effectiveness of co-teaching in listening and reading sections. Concerning the difference in awareness of the affective domains based on the co-teaching type, significant effectiveness was seen in the type where a Korean teacher conducted a major role in a class. In the relationship between Korean English teachers’ behaviors in class and English achievements concerning teaching of reading sections, the teachers’ behaviors were seen most actively, and almost no role was seen in the Korean English teachers in speaking sections. In listening sections, clarity, variety, and teaching strategies were highly displayed, and in writing section, task-orientation, motivation, and teaching strategies were seen to have great effects. Concerning the correlation between teachers’ behaviors in class and affective domains, task-orientation increased students’ self-esteem, and feedback and evaluation displayed to have high correlation with risk-taking and motivation. Variety and engagement were revealed as important factors that stimulate the interest of students.
Abstract
This study was to examine the effective co-teaching type and the Korean teachers’ teaching behaviors by investigating co-teaching factors in English class. For these purposes, a survey was designed and conducted. The survey of this research was answered by 927 students of collaborative classes for one year at the academic high schools of Gyeonggi province. The participants of this study were sampled from thirty schools in twelve cities such as Seongnam, Yeoncheon, etc. The results showed the effectiveness of co-teaching in listening and reading sections. Concerning the difference in awareness of the affective domains based on the co-teaching type, significant effectiveness was seen in the type where a Korean teacher conducted a major role in a class. In the relationship between Korean English teachers’ behaviors in class and English achievements concerning teaching of reading sections, the teachers’ behaviors were seen most actively, and almost no role was seen in the Korean English teachers in speaking sections. In listening sections, clarity, variety, and teaching strategies were highly displayed, and in writing section, task-orientation, motivation, and teaching strategies were seen to have great effects. Concerning the correlation between teachers’ behaviors in class and affective domains, task-orientation increased students’ self-esteem, and feedback and evaluation displayed to have high correlation with risk-taking and motivation. Variety and engagement were revealed as important factors that stimulate the interest of students.
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