국외 연수 프로그램의 유형별 효과를 통한 개선 방안
A Study of Effectiveness on the Types of Overseas English Teachere' Training Program
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The purpose of the paper is to examine the effectiveness of three sub-types of an overseas English teacher training program, language skill type, practicum type and culture awareness type respectively. Data were collected from mixed methods: English teacher trainees and English trainers’ survey questionnaires and their subjective evaluative descriptions on their experiences. The results of the survey from participants revealed that although all the types of overseas training program must be helpful in their classroom teaching, the trainees believed cultural awareness activities were the most helpful to their classroom teaching and the next the experiences of practicum. On the other hand implementing language training in overseas program was less productive as well as raising self-esteem as English teachers. According to the implication of the paper we need to rearrange the sub-types of overseas program in scheduling. In cultural experiences and practicum as well as language skill type, we need to find better ways to contact with native speakers in authentic situations. To do so, the author discussed some suggestions for improvements on his observations and experiences in overseas English teacher training program as a coordinator.
Abstract
The purpose of the paper is to examine the effectiveness of three sub-types of an overseas English teacher training program, language skill type, practicum type and culture awareness type respectively. Data were collected from mixed methods: English teacher trainees and English trainers’ survey questionnaires and their subjective evaluative descriptions on their experiences. The results of the survey from participants revealed that although all the types of overseas training program must be helpful in their classroom teaching, the trainees believed cultural awareness activities were the most helpful to their classroom teaching and the next the experiences of practicum. On the other hand implementing language training in overseas program was less productive as well as raising self-esteem as English teachers. According to the implication of the paper we need to rearrange the sub-types of overseas program in scheduling. In cultural experiences and practicum as well as language skill type, we need to find better ways to contact with native speakers in authentic situations. To do so, the author discussed some suggestions for improvements on his observations and experiences in overseas English teacher training program as a coordinator.
참고문헌 (20)
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