2022 개정 초등 영어과 교육과정에 대한 교사들의 인식 조사

Abstract

This study sought to investigate elementary school teachers’ perceptions of the 2022 revised elementary English curriculum before its implementation and to identify predictable difficulties and related supplementary support measures in advance. A survey was conducted using a sample of 110 teachers, and the responses were analyzed through frequency analysis and descriptive statistics. Independent t-test and one-way ANOVA were conducted to identify differences in their perceptions by background variables. Moreover, five teachers were selected to conduct interviews to collect their detailed opinions. First, the teachers showed an above-average level of positive perception regarding the new curriculum. However, in some survey items, such as the “clarity of characteristic statements,” “appropriateness of the quantity and level of achievement standards,” and “field suitability of teaching –learning and assessment,” their recognition average was relatively low. The importance of newly introduced curriculum competencies was also lowly recognized. Second, relatively older teachers gave generally positive answers regarding “characteristics and goals” and “content structure.” Furthermore, the teachers working in special/metropolitan cities perceived the reorganization of the content structure more positively than the teachers working in medium/small cities. Third, teachers cited a “lack of teaching–learning and assessment materials,” “difficulties in understanding the new curriculum,” and a “lack of foundations for digital·AI education” as the predictable difficulties. Fourth, to compensate for such difficulties, the provision of practical teaching–learning and assessment materials will be necessary to collate data that summarize major revisions, conduct teacher training, and provide hardware–software-based support for digital·AI classes. Based on this study, it is expected that the new curriculum can be stably applied to the field by grasping teachers’ perceptions in advance from various angles.