중등 영어 교과서 선정 사례 분석
An Analysis of Cases of ELT Textbook Selection in Secondary Schools
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초록
The main purpose of this study is to analyse English language teaching(ELT) textbook selection procedures in secondary schools in South Korea. For the data collection, published case reports on textbook selection procedures were collected and a meta-analysis was carried out. Also, a total of 51 English teachers were invited for a semi-structured interview on textbook selection procedures. The overall results from the meta-analysis and interviews indicated that school-based committee, including English teachers, head teachers, parents and principals, were organized in order to select textbooks. The committee adopted three to five steps in their selection procedures. The results revealed that a checklist made for selecting government-authorized textbooks was adapted and used for systematic evaluations. In many cases, it was noticed that teachers did not have enough time to carry out in-depth evaluations on potential textbooks. Also, some teachers mentioned that they had not had enough opportunities to be trained to evaluate ELT textbooks in a professional manner. Based on the results of the analysis, it is suggested that a systematic ELT textbook selection scheme which may enhance and reflect teacher-evaluators' professional judgements should be made for secondary school English teachers in Korea.
Abstract
The main purpose of this study is to analyse English language teaching(ELT) textbook selection procedures in secondary schools in South Korea. For the data collection, published case reports on textbook selection procedures were collected and a meta-analysis was carried out. Also, a total of 51 English teachers were invited for a semi-structured interview on textbook selection procedures. The overall results from the meta-analysis and interviews indicated that school-based committee, including English teachers, head teachers, parents and principals, were organized in order to select textbooks. The committee adopted three to five steps in their selection procedures. The results revealed that a checklist made for selecting government-authorized textbooks was adapted and used for systematic evaluations. In many cases, it was noticed that teachers did not have enough time to carry out in-depth evaluations on potential textbooks. Also, some teachers mentioned that they had not had enough opportunities to be trained to evaluate ELT textbooks in a professional manner. Based on the results of the analysis, it is suggested that a systematic ELT textbook selection scheme which may enhance and reflect teacher-evaluators' professional judgements should be made for secondary school English teachers in Korea.
참고문헌 (26)
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