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- 저자 : 崔錄郁 (검색결과 1 건)
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崔錄郁 釜山大學校 師範大學 1977 교사교육연구 Vol.4 No.1
The purpose of this study is to do two things: first, to elucidate the significance of in-service training for teachers of English; second, to find an answer to the programme of in-service training that senior teachers of English propose to meet their needs in their profession. The former was done through the study of the literature dealing with in-service education, particulary for teachers of English, and the latter through a questionnaire to be answered by the teachers of English in mid-career. At the present time, it is to some extent true that in Korea the main stage of English teaching is the secondary sohool, whose teachers of English must be the basis for English education. In addition, educational social change has brought a new attitude to teaching and learning of English, and technological change electro-mechanical equipment and its associated techniques into the classroom. To be brief, teachers of English must remain abreast with recent developments in English education. As for the specific programme for the in-service training, its contents above all things must be connected with the new mechanical aids and the things that teachers of English need in their profession and in which they are unlikely to have had any training during their initial training. In order to do this, it is a sine qua non that we should make use of the opinions and ideas about the in-service training that its participants suggest. The reason is that most of them have not only a lot of teaching experience but also sound knowledge of fundamental academic disciplines of linguistics, psychology, English teaching, and so on; moreover, they can usually judge what is and what is not relevant to them in their profession. Summing up, the materials gained from them have come to the following result. The courses they took in the past in-service training were under a bias toward theoretical speculative ones. Therefore, the courses they want to take are practical, descriptive, and theoretical ones in that order. From what has been mentioned above, the courses of in-service training for teachers of English can be seen to have three interrelated aspects: the practical aspect, the descriptive aspect, and the theoretical aspect. What I wish to suggest finally here is that any in-service training cannot be effective without the participants' strong willingness to learn, a desire to promote their professional growth.
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