2009 개정 초등영어 교사용 지도서 분석 및 활용 실태 연구
The Analysis and Usability of the 2009 Revised Elementary School English Teachers’ Guide Books
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Teachers’ guide books have been considered as resource books to provide pedagogical information to ELT teachers. It also guides how to teach students to attain the achievement goal claimed. However, it has not been evaluated whether the current elementary school English teacher’ guide books play a significant role. So this study aims to examine the usability of elementary English teachers’ guide books on the basis of analysis of the 2009 revised English teachers’ books. This study also tries to find how teachers use guide books for their lessons. For these purposes the survey was conducted with 70 in-service elementary English teachers. Also fifteen in-service teachers reported their use of teachers’ guide books. The teachers’ descriptive comments were referred to reveal how they use teachers’ book. The results reveal that overall satisfaction level of the teachers’ book was acceptable. But it was found that there are still problems with the teachers’ guide books: repetitive presentation of unnecessary classroom English, insufficient explanation for differentiated instruction, lack of resources for teaching culture and language integrated instruction. It is also found that teachers’ teaching experiences have an impact on their use of the teacher’s books. In conclusion, teacher’s guide books need to provide adequate resources to assist teachers finding alternative activities. In addition, publisher companies should provide information about on-line sharing communities at which teachers use and share teaching resources with their colleagues. Finally, layout and design of teachers’ books should be improved to meet the teachers’ needs and convenience.
Abstract
Teachers’ guide books have been considered as resource books to provide pedagogical information to ELT teachers. It also guides how to teach students to attain the achievement goal claimed. However, it has not been evaluated whether the current elementary school English teacher’ guide books play a significant role. So this study aims to examine the usability of elementary English teachers’ guide books on the basis of analysis of the 2009 revised English teachers’ books. This study also tries to find how teachers use guide books for their lessons. For these purposes the survey was conducted with 70 in-service elementary English teachers. Also fifteen in-service teachers reported their use of teachers’ guide books. The teachers’ descriptive comments were referred to reveal how they use teachers’ book. The results reveal that overall satisfaction level of the teachers’ book was acceptable. But it was found that there are still problems with the teachers’ guide books: repetitive presentation of unnecessary classroom English, insufficient explanation for differentiated instruction, lack of resources for teaching culture and language integrated instruction. It is also found that teachers’ teaching experiences have an impact on their use of the teacher’s books. In conclusion, teacher’s guide books need to provide adequate resources to assist teachers finding alternative activities. In addition, publisher companies should provide information about on-line sharing communities at which teachers use and share teaching resources with their colleagues. Finally, layout and design of teachers’ books should be improved to meet the teachers’ needs and convenience.
참고문헌 (33)
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