영어 교사 교육의 개요 및 전망
English Language Teacher Education: An Overview and Future Prospects
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Since teachers are known to influence classroom activities and student learning, there is a growing interest in English teacher education in Korea, where English education has been a major issue. This paper, as a basis for future research, compares two approaches to language teacher education, teacher training and teacher development, and introduces representative models for second/foreign language teacher education including a sociocultural perspective. Based on recent trends in second/foreign language teacher education, suggestions are made for developing English teachers in Korea. First, given that learning occurs through interaction and social participation in specific contexts, student teachers need to have more opportunities to participate in the educational field and to increase their understanding of it. Next, as reflection on practice serves to transform theoretical knowledge into practice and to generate the type of knowledge required of expert teachers, it is necessary to develop student teachers’ reflective skills. Finally, there is a need to help English language teachers establish their identity as teachers who teach English as an international language rather than as the first language of its native speakers.
Abstract
Since teachers are known to influence classroom activities and student learning, there is a growing interest in English teacher education in Korea, where English education has been a major issue. This paper, as a basis for future research, compares two approaches to language teacher education, teacher training and teacher development, and introduces representative models for second/foreign language teacher education including a sociocultural perspective. Based on recent trends in second/foreign language teacher education, suggestions are made for developing English teachers in Korea. First, given that learning occurs through interaction and social participation in specific contexts, student teachers need to have more opportunities to participate in the educational field and to increase their understanding of it. Next, as reflection on practice serves to transform theoretical knowledge into practice and to generate the type of knowledge required of expert teachers, it is necessary to develop student teachers’ reflective skills. Finally, there is a need to help English language teachers establish their identity as teachers who teach English as an international language rather than as the first language of its native speakers.
참고문헌 (46)
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