중·고등학교 영어 교과서 수정 활동 연구: 예비 영어교사의 비판적 접근법 활용 사례
A study about pre-service teachers’ English textbook modification utilizing a critical approach
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This study explored how pre-service teachers at a teacher’s college in Korea perceived and applied what they learned in an English textbook evaluation and modification class utilizing a critical approach. Under the premise that learners give too much authority to English textbooks, they were invited to analyze and modify English textbooks through critical perspectives and were asked how they perceived such English textbook evaluation and modification experience. Middle school English textbooks for first and second graders and high school English textbooks for first graders were analyzed and modified by the students. Their artifacts, textbook evaluation reports, pre-modified and post-modified English textbooks, group progress reports, and group interviews were collected and analyzed using qualitative methods. Results of this project-based participatory class revealed that students are able to critically analyze English textbooks in terms of prejudice towards minorities and cultural imperialism. Also, such textbook modification experiences help them develop more constructive points of view as learners as well as future material developers and teachers. Pedagogical implications and future research suggestions are also addressed.
Abstract
This study explored how pre-service teachers at a teacher’s college in Korea perceived and applied what they learned in an English textbook evaluation and modification class utilizing a critical approach. Under the premise that learners give too much authority to English textbooks, they were invited to analyze and modify English textbooks through critical perspectives and were asked how they perceived such English textbook evaluation and modification experience. Middle school English textbooks for first and second graders and high school English textbooks for first graders were analyzed and modified by the students. Their artifacts, textbook evaluation reports, pre-modified and post-modified English textbooks, group progress reports, and group interviews were collected and analyzed using qualitative methods. Results of this project-based participatory class revealed that students are able to critically analyze English textbooks in terms of prejudice towards minorities and cultural imperialism. Also, such textbook modification experiences help them develop more constructive points of view as learners as well as future material developers and teachers. Pedagogical implications and future research suggestions are also addressed.
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