유아영어 파견교사의 교사교육 요구조사
A Need Analysis of Teacher Development for Dispatched Early English Teachers
1
조회
0
다운로드
6
인용
0
참고문헌
키워드
초록
This study aims to examine the professional development needs of dispatched early English teachers. In this study, we examine the background information and teacher-training course experiences of two hundred in-service teachers. Five teachers with more than five years of experience are selected for in-depth interviews in order to analyze their developmentneeds. Most dispatched teachers have a bachelor’s degree; 21.5% of them have early childhood education majors, 33% have English-related degrees, and 45.5% have other subject-related degrees. In addition, 99% of them participate in teacher-training programs provided by thecompany . They argue that understanding child development and education is one of the most important qualifications for a teacher, and 70% of teachers respond positively to the teacher-training programs’ efficacy. Based on the interview data gathered from the in-depth interviews with five teachers, we conclude that they are satisfied with teacher-training programs in general—not because of the curriculum but rather because of the teacher community involved in the program. They emphasize the need to study the characteristics of young learners and English teaching methods. Thus, a teacher-training program instructor should possess theoretical and practical knowledge of early childhood education and English teaching.
Abstract
This study aims to examine the professional development needs of dispatched early English teachers. In this study, we examine the background information and teacher-training course experiences of two hundred in-service teachers. Five teachers with more than five years of experience are selected for in-depth interviews in order to analyze their developmentneeds. Most dispatched teachers have a bachelor’s degree; 21.5% of them have early childhood education majors, 33% have English-related degrees, and 45.5% have other subject-related degrees. In addition, 99% of them participate in teacher-training programs provided by thecompany . They argue that understanding child development and education is one of the most important qualifications for a teacher, and 70% of teachers respond positively to the teacher-training programs’ efficacy. Based on the interview data gathered from the in-depth interviews with five teachers, we conclude that they are satisfied with teacher-training programs in general—not because of the curriculum but rather because of the teacher community involved in the program. They emphasize the need to study the characteristics of young learners and English teaching methods. Thus, a teacher-training program instructor should possess theoretical and practical knowledge of early childhood education and English teaching.
참고문헌 (25)
- 강민자, "현직교사의 유아영어교육에 대한 인식 및 유아교사 양성대학의 유아영어 교과목 개설 실태 연구", 어린이미디어연구, 9(1), pp.309~332 (2010), 한국어린이미디어학회
- 고미경, "전문성 향상을 위한 유아교사론" (2007), 창지사
- 곽혜린, "조기영어교육의 실태 및 교사와 학부모의 인식", 석사, 유아교육, pp.2010
- 교육과학기술부 개발 특성화 프로그램 활성화를 위한 기초연구, "교육과학기술부", 육아정책연구소, ~ (2010)
- 김민화, "유아교사가 인식하는 유아영어교육의 문제점", 사회과학논총, 31(2), pp.117~133 (2012)
- 김지영, "유치원 영어전담 교사의 전공에 따른 유아 영어교육 인식연구", 석사, pp.2016
- 정동빈, "조기영어교사를 위한 온라인 연수모형", 영어영문학연구, 33(3), pp.257~286 (2007), 대한영어영문학회[DOI]
- 김혜정, "조기영어교사 연수 프로그램 실태연구 : 사설교육기관을 중심으로", 석사, 조기영어교육, pp.2002
- 심미연, "유아교육과정과의 통합측면에서 본 유아영어교육의 실태분석", 석사, 유아교육, pp.2009
- "영유아 유치원 어린이집 특별활동 주로 영어" (2013)[URL]
- 이진영, "유아영어 교사교육 프로그램에 대한 교사들의 인식연구", 석사, pp.2015
- 이현숙, "유아영어 교사교육 프로그램의 효과", 석사, 영어언어과학학과 유비쿼터스조기영어교육전공, pp.2013
- 이화자, "교사 전문성 개발의 실천적 사례 비교연구", Studies in English Education, 13(1), pp.1~35 (2008), 글로벌영어교육학회
- 임윤수, "유아영어교사의 전문성 인식에 대한 연구", 석사, 유아교육, pp.2010
- 정재은, "유아영어문자지도 교사교육 프로그램 개발의 효과", 박사, 유비쿼터스조기영어교육, pp.2009
- 최혜정, "유아영어교사의 자질과 양성 교과목에 관한 실태연구", 아동학회지, 28(6), pp.17~36 (2007), 한국아동학회
- 최혜정, "유아영어교사 양성과정과 연수 교과목 개발을 위한 요구분석", 석사, 아동학, pp.2006
- 하명애, "현직 영어교사를 위한 심화연수 효과의 초ㆍ중등 교사 간 비교 연구", 언어학 연구, (14), pp.173~189 (2009), 한국중원언어학회[DOI]
- Borko, H., "Speculation on teacher education : Recommendations from research on teacher's cognitions", Journal of Education for Teaching, 9(3), pp.210~224 (1983)
- Brewster, J., "The primary English teacher's guide" (2004), Penguin
- Freeman, D., "Language, communication, and social meaning", pp.180~197 (1994), Georgetown University Press
- Howes, C., "Pathways to effective teaching", Early Childhood Research Quarterly, 18(1), pp.104~120 (2003)
- Swick, K., "Inquiry as key to early childhood teacher education", Childhood Education, 75(2), pp.66~70 (1998)
- Vojtkova, N., "Teacher - the most important agent for education very young learners" (2006), Masaryk University Press
- Wallace, M. J., "Training foreign language teachers: A reflective approach" (1991), Cambridge University Press