초등영어교육에서 창의·인성교육에 대한 인식변화 종적연구
A longitudinal study of perception change of the Creativity and Character education in elementary English education
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The purpose of this study is to investigate the results of Creativity and Character (CnC) education as an English education policy in Korean primary schools for the last 3 years. The article also investigates whether or not the CnC education policy has been successful in terms of in-service teachers’ and students’ perception change. The study examines differences and similarities between the survey results of 2015 and 2018. The results establish the improvement of teachers’ perception of the necessity of CnC education and the belief in the feasibility of CnC education in primary school English classes. It also demonstrates that teachers elected ‘role play’ as the most utilized activity for creativity education in English classes, followed by ‘brainstorming,’ ‘association techniques,’ ‘project-based activities,’ ‘mind-map activities,’ and ‘problem-solving activities.’ For the implementation of character education, teachers used both ‘role play’ and ‘cooperative learning activities’ as the most utilized activities in English classes, followed by ‘games for teamwork,’ and ‘cultural activities.’ Based on the results, suggestions for further studies are provided.
Abstract
The purpose of this study is to investigate the results of Creativity and Character (CnC) education as an English education policy in Korean primary schools for the last 3 years. The article also investigates whether or not the CnC education policy has been successful in terms of in-service teachers’ and students’ perception change. The study examines differences and similarities between the survey results of 2015 and 2018. The results establish the improvement of teachers’ perception of the necessity of CnC education and the belief in the feasibility of CnC education in primary school English classes. It also demonstrates that teachers elected ‘role play’ as the most utilized activity for creativity education in English classes, followed by ‘brainstorming,’ ‘association techniques,’ ‘project-based activities,’ ‘mind-map activities,’ and ‘problem-solving activities.’ For the implementation of character education, teachers used both ‘role play’ and ‘cooperative learning activities’ as the most utilized activities in English classes, followed by ‘games for teamwork,’ and ‘cultural activities.’ Based on the results, suggestions for further studies are provided.
참고문헌 (26)
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