국내 한국어 교사 재교육 과정 설계를 위한 기초 연구(Ⅰ) - 직무별 교육요구 분석을 위한 시도 -
Basic research for the design of the Korean language teachers’ re-education course in Korea - Attempts to decide prioritize educational needs -
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This study aims to contribute to the re-education training course by identifying the educational needs of Korean teachers. Educational needs based on the teachers view of the demand for the difference between the current level(what is) and the target level(what should be) were identified through the gap between the teachers recognition of the importance of a specific educational area and the level of class execution. In-depth interviews and surveys were analyzed using ‘The Locus for Focus model’ and ‘Borich needs’, and the following results were derived. The demand for speaking and listening education was high in ‘university’ and teacher group ‘visiting public educational institutions’, and writing education was high in ‘university-affiliated institutions’ and in-service teacher group in public educational institutions. The demand for vocabulary education was high among the teachers in the ‘Multicultural Family Support Center’ and the ‘Foreign Workers Support Center’. And the demand for reading education was high in the teachers of institutions designated for the Korea Immigrants and Integration Program. It is interpreted that Korean language teachers in the academic purpose group have high demands for speaking, listening, and writing education, while teachers in the living purpose group are for vocabulary education. These results are meaningful because they confirm the differences by field. This distinction is also observed in the difference in preference for educational content in the same area. In other words, even within the group that requested speaking and listening, universities prefer discussion and teacher group visiting public educational institutions prefer presentation along with discussion. The survey found that teachers at university-affiliated institutions where requested writing education preferred the feedback method, but the public education teachers equally preferred the method of writing a report including feedback, writing an explanatory text, etc. The above results suggest that the current National Institute of the Korean Language, which operates teachers re-education course by field, is reasonable, but it is necessary to consider that there is a difference in the needs and contents of education for each field.
Abstract
This study aims to contribute to the re-education training course by identifying the educational needs of Korean teachers. Educational needs based on the teachers view of the demand for the difference between the current level(what is) and the target level(what should be) were identified through the gap between the teachers recognition of the importance of a specific educational area and the level of class execution. In-depth interviews and surveys were analyzed using ‘The Locus for Focus model’ and ‘Borich needs’, and the following results were derived. The demand for speaking and listening education was high in ‘university’ and teacher group ‘visiting public educational institutions’, and writing education was high in ‘university-affiliated institutions’ and in-service teacher group in public educational institutions. The demand for vocabulary education was high among the teachers in the ‘Multicultural Family Support Center’ and the ‘Foreign Workers Support Center’. And the demand for reading education was high in the teachers of institutions designated for the Korea Immigrants and Integration Program. It is interpreted that Korean language teachers in the academic purpose group have high demands for speaking, listening, and writing education, while teachers in the living purpose group are for vocabulary education. These results are meaningful because they confirm the differences by field. This distinction is also observed in the difference in preference for educational content in the same area. In other words, even within the group that requested speaking and listening, universities prefer discussion and teacher group visiting public educational institutions prefer presentation along with discussion. The survey found that teachers at university-affiliated institutions where requested writing education preferred the feedback method, but the public education teachers equally preferred the method of writing a report including feedback, writing an explanatory text, etc. The above results suggest that the current National Institute of the Korean Language, which operates teachers re-education course by field, is reasonable, but it is necessary to consider that there is a difference in the needs and contents of education for each field.
참고문헌 (31)
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