초등 영어 수업에서의 문화 교육에 대한 예비 교사들의 인식 질적 탐구
A Qualitative Study of Pre-service Teachers’ Perceptions on Culture Education in Elementary English Classes
0
조회
0
다운로드
3
인용
0
참고문헌
키워드
초록
The purpose of this study was to investigate how pre-service teachers of elementary schools perceive culture-related contents in the 2015 national curriculum of English, the necessity of teaching culture in English classes, and English-culture integrated lessons. Total 26 pre-service teachers who were seniors and enrolled in the course ‘Elementary English Education and Culture’ participated in the study. The data were collected from two sources - the participants’ papers in which they described their thoughts and reasons toward the culture-related contents in the curriculum and the necessity of teaching culture, and their lesson plans for English-culture integrated teaching. A theme-based data analysis revealed the following: 1) the pre-service teachers perceived the culture-related contents positively, but they also expressed their concerns that the curriculum doesn’t provide important information such as achievement standards for teaching culture, 2) 25 out of 26 participants agreed strongly upon the necessity of teaching culture with various reasons, and 3) the pre-service teachers’ perceptions on English-culture integrated lessons converged into three aspects - how to select cultural contents, how to integrate English and culture, and how to make elementary students understand various cultures without prejudice.
Abstract
The purpose of this study was to investigate how pre-service teachers of elementary schools perceive culture-related contents in the 2015 national curriculum of English, the necessity of teaching culture in English classes, and English-culture integrated lessons. Total 26 pre-service teachers who were seniors and enrolled in the course ‘Elementary English Education and Culture’ participated in the study. The data were collected from two sources - the participants’ papers in which they described their thoughts and reasons toward the culture-related contents in the curriculum and the necessity of teaching culture, and their lesson plans for English-culture integrated teaching. A theme-based data analysis revealed the following: 1) the pre-service teachers perceived the culture-related contents positively, but they also expressed their concerns that the curriculum doesn’t provide important information such as achievement standards for teaching culture, 2) 25 out of 26 participants agreed strongly upon the necessity of teaching culture with various reasons, and 3) the pre-service teachers’ perceptions on English-culture integrated lessons converged into three aspects - how to select cultural contents, how to integrate English and culture, and how to make elementary students understand various cultures without prejudice.
참고문헌 (27)
- 고경희, "문화간 의사소통 능력 함양을 도모하는 문화교육과 영어교육의 접목에 대한 예비초등교사들의 인식", 영어영문학, 19(1), pp.235~263 (2014), 미래영어영문학회
- 고경희, "초등영어문화지도에 대한 예비교사들의 인식과 예비교사교육에 대한 시사점", 영어영문학, 24(3), pp.151~197 (2019), 미래영어영문학회[DOI]
- "교육부", 2015
- 김동연, "언어·문화 통합 활동 중심 초등 영어 교수·학습 모형 개발 및 적용", 박사, pp.2017
- 김소혜, "영어 교사용 지도서 문화 영역 분석 및 교사의 인식 연구:초등학교 4, 6학년을 중심으로", 석사, pp.2018
- 김영숙, "2015개정 등어 교육과정의 문화교육 양상에 대한 비판적 고찰", 초등영어교육, 25(4), pp.55~78 (2019), 한국초등영어교육학회[DOI]
- 김진석, "초등영어교육과정에서의 문화 관련 성취기준 및 소재목록 설정 방안 연구", 한국초등교육, 21(1), pp.191~208 (2010), 초등교육연구원[DOI]
- 박경자, "영어과 교육과정 입문" (2013), 경문사
- 박소영, "초등학교 3·4학년 영어 교과서의 문화 내용 분석", 석사, pp.2018
- 박용규, "초등영어 지도교사의 문화 가치관과 문화 교육에 관한 인식", 영어영문학21, 24(2), pp.139~159 (2011), 21세기영어영문학회[DOI]
- 박은상, "2015 개정 영어과 교육과정에 따른 초등 3-4학년군 영어교과서 문화 분석", 석사, pp.2015
- 이동훈, "초등 영어 문화 수업에 관한 현장 교사의 인식 연구", 석사, pp.2017
- 이정운, "초등학교 영어 교과 문화 지도 실태 및 교사 인식 조사", 석사, pp.2016
- 임보현, "5-6학년군 영어교과서의 문화내용 분석연구 : 2009년과 2015년 개정 교육과정의 비교", 한국콘텐츠학회 논문지, 20(1), pp.99~106 (2020), 한국콘텐츠학회[DOI]
- 임소혜, "2015 개정 교육과정에 따른 초등 5, 6학년 영어 교과서 문화 내용 분석", 석사, pp.2015
- 정다빈, "2015 개정 교육과정에 따른 초등학교 3, 4학년 영어 교과서의 문화 영역 분석", 학습자중심교과교육연구, 20(4), pp.651~675 (2020), 학습자중심교과교육학회[DOI]
- 조형숙, "영어과 교수역량의 관점에서 바라본 학교현장실습 경험에 대한 중등영어 예비교사의 인식", 영어영문학연구, 61(1), pp.273~293 (2019), 한국중앙영어영문학회[DOI]
- 홍다혜, "2015 개정 교육과정에 따른 초등학교 3·4학년군 영어 교과서의 문화 다양성 분석", 석사, pp.2015
- Baltaci, H. S., "The place of culture in EFL classes: Perceptions and challenges of pre-service and in-service English teachers", International Journal of Languages’ Education and Teaching, 6(2), pp.260~272 (2018)
- Byram, M., "The common European framework of reference: The globalisation of language education policy" (2012), Multilingual Matters
- Garrett-Rucks, P., "Intercultural competence in instructed language learning" (2016), Information Age
- Gay, G., "Developing critical consciousness and self-reflection in pre-service teacher education", Theory into Practice, 42, pp.181~187 (2003)
- 김현옥, "Students’ versus Teachers’ Attitudes and Perceptions towards World Englishes", 영어영문학연구, 60(3), pp.361~385 (2018), 한국중앙영어영문학회[DOI]
- Kramsch, C., "Context and culture in language teaching" (2001), Oxford University Press
- Mighani, M. G., "Building intercultural sensitivity in pre-service EFL teachers through interactive culture-focused speaking tasks", International Journal of Society, Culture & Language, 7(2), pp.27~39 (2019)
- Moran, P., "Teaching culture: Perspectives in practice" (2001), Heinle & Heinle
- Olaya, A., "Exploring EFL pre-service teachers’ experience with cultural content and intercultural communicative competence at three Colombian universities", Profile, 15(2), pp.49~67 (2013)