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Utilizing a national survey, this study examines current elementary teachers' perception of the elementary English teacher training program. 1,248 teachers responded including 642 English specialist teachers and 606 non-English specialist teachers. Among them, 330 took advanced courses in English education and 911 took advanced courses in other majors. There are five major findings. First, all groups of teachers responded that understanding and use of English teaching methodology and fluent English proficiency are the two most important requirements to be English specialist teachers. Second, teachers responded positively to the effectiveness of their elementary teacher training programs at their respective colleges. Third, teachers responded positively to the use of English in the instruction of advanced courses in English education. Fourth, teachers responded positively to the effectiveness of teaching practicums. Fifth, teachers responded negatively to the installment of a separate teacher training program in order to train future elementary English specialists. Overall, teachers tend to be satisfied with their college teacher training programs. Nevertheless, findings suggest that curriculum revision is strongly recommended to strengthen the quality of the teacher training program and to improve teachers' English proficiency.

목차

Abstract
 1. 연구의 필요성과 목적
 2. 이론적 배경
  2.1. 초등 영어교사의 자질과 교수능력
  2.2. 교육대학교 영어과 교육과정의 주요 변인
 3. 연구방법
  3.1. 연구문제
  3.2. 연구 참여자
  3.3. 연구 도구
 4. 결과 및 논의
  4.1. 초등영어 교사로서 갖추어야 할 자질
  4.2. 교육대학교 교육과정 이수와 영어 전담교사의 자질
  4.3. 심화과정 영어과 교과목의 중요도 및 활용도
  4.4. 심화과정의 전공교과목 영어로 진행 여부
  4.5. 교생실습의 효과성
  4.6. ‘초등영어 교과전담교사’의 별도 양성
 5. 결론 및 시사점
 참고문헌

키워드

영어과 교육과정 영어전담교사 초등영어교육 교사교육 교사연수 교사양성 English national curriculum English teachers’ perception elementary English education pre-service teacher education teacher training program

저자

• 우길주 [ Kiljoo Woo | 부산교육대학교 ]

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