학습자 주도 탐구를 위한 교사의 언어 역량 연구 - IB PYP 사례를 중심으로 -

Abstract

The purpose of this study is to examine the language competencies that teachers must have and support measures to promote learner-led inquiry, focusing on the case of the IB PYP. The IB PYP operates UOI as learning that transcends subjects, particularly emphasizing learner-led inquiry and language use. Twenty-two teachers from IB PYP schools in the Daegu were selected as an expert panel and a delphi survey was conducted twice. The implications obtained through the Delphi survey regarding the language competencies of teachers who promote learner-led inquiry are: First, teachers must have the ability to provide cross-curricular language education. Second, teachers must be able to use instructional language to promote student agency. Third, teachers must recognize language not only as a means of inquiry but also as an object. Fourth, teachers must adjust the inquiry proportion depending on the learner’s characteristics. Based on this, first, all teachers must know how to teach language skills across subjects and be supported so that they can use it in other subjects as well. Second, teachers must be supported to learn instructional language that promotes learner-led inquiry. Third, it is necessary to provide training or create a learning community that supports the development of teachers’ language competency and expertise. Fourth, an actual language use context and ecosystem must be created in schools, such as libraries and media resource centers.