‘책 읽는 학생’에 관한 교사의 인식과 지원 연구

Abstract

In this study, we explored the perception of ‘students reading books’ and how reading education is being conducted in schools. Elementary, middle, and high school teachers strongly agreed on the necessity of reading for students, but the higher the school level, the lower the frequency of reading that was perceived as appropriate. Generally, students who read books have been seen with a positive image, but there were cases where they were considered as ‘weird’ and ‘lonely’. Although it is recognized that school reading education is very necessary especially for students who are fond of readings, the support for reading program among students is low, so it has not been varried over to implementation. Elementary school teachers recognized that homeroom teachers had more responsibility for the reading education of the students. Meanwhile, the middle and high school teachers recognized subject teachers to have more responsibility for reading education of the students. Korean teachers and librarians were recognized as the main responsible for reading education regardless of school level. On the other hand, teachers who are avid readers expressed higher agreement on the necessity of reading for students than teachers who are non-readers, and recognized that the appropriate frequency of reading for students should be increased. Compared to teachers who are avid reader, non-reading teachers tended to perceive students who read books as a negative image. In addition, it was confirmed that the reading support of the teachers of avid readers was more active than that of the teachers of non-reading teachers, and that they provided possivle support only when they read books, such as recommending books, buying or lending books, and having conversations about books.