영어교사 연수 실태 및 요구 조사 연구
A study on the current state of in-service English teacher training and teachers' needs
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This study examines the current state of in-service English teacher training and teachers' needs. 336 primary and secondary English teachers took part in the questionnaire survey. The analysis of the responses reveals that the primary goals they set are to improve their language competence and teaching skills, and the teacher training courses they took have been helpful in improving their teaching practice. It is also found that heavily examination-oriented classes, administration workload and large class are key factors to impede change process when the trainees go back to class after training. The finding also shows that there is more demand for more language improvement courses and teaching practice in order to bring about change. It is suggested that the process of training trainers and assessment need to be improved to make training courses relevant to daily teaching. It is found that training experience in English-speaking countries is of help in language improvement, cultural understanding and motivation enhancement. Based on the findings from the survey, it is suggested that effective change in teacher training can be brought about when parties involved in teacher training communicate and work in collaboration to improve in-service teacher development.
Abstract
This study examines the current state of in-service English teacher training and teachers' needs. 336 primary and secondary English teachers took part in the questionnaire survey. The analysis of the responses reveals that the primary goals they set are to improve their language competence and teaching skills, and the teacher training courses they took have been helpful in improving their teaching practice. It is also found that heavily examination-oriented classes, administration workload and large class are key factors to impede change process when the trainees go back to class after training. The finding also shows that there is more demand for more language improvement courses and teaching practice in order to bring about change. It is suggested that the process of training trainers and assessment need to be improved to make training courses relevant to daily teaching. It is found that training experience in English-speaking countries is of help in language improvement, cultural understanding and motivation enhancement. Based on the findings from the survey, it is suggested that effective change in teacher training can be brought about when parties involved in teacher training communicate and work in collaboration to improve in-service teacher development.
참고문헌 (30)
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