美国中小学汉语教师实践性知识研究

QUANQUAN YUAN 한국중국어교육학회 2023 중국어교육과연구 Vol.- No.41

Despite the impact of the COVID-19 epidemic, the popularity of Chinese in the world has "increased rather than decreased", and more and more people around the world are learning Chinese. Due to the increasing demand for Chinese language learning abroad, the Foreign Exchange and Cooperation Center of the Ministry of Education of China has sent many Chinese teachers to teach in many countries around the world. In the three years from 2018 to 2021, the author has been engaged in Chinese teaching in three high schools in the United States. She has discovered the problems she encountered as a Chinese teacher when teaching abroad, summarized some experiences and thoughts, and realized the importance of teachers’ practical knowledge directly affects whether teachers can successfully carry out teaching abroad and the level of teaching efficiency. This article sorts out the foreign language teaching concepts, teaching objectives and teaching methods in the United States, focusing on exploring and trying to answer the following questions: 1. What aspects does the practical knowledge of Chinese teachers include? 2. What practical knowledge affects the teaching ability and effectiveness of Chinese teachers in primary and secondary schools in the United States? 3. How do Chinese teachers in primary and secondary schools in the United States use practical knowledge to improve their teaching abilities? This article identifies the types of practical knowledge that influence teachers' teaching abilities in the United States. They are: specific teaching methods, classroom teaching skills, teachers’ teaching experience, understanding of students, understanding of the environment, teachers’ cross-cultural communication skills, ability to reflect on and improve teaching, teachers’ English proficiency, etc. This practical knowledge plays a guiding role in teachers' teaching. The research results of this article have reference significance for the selection and recruitment of Chinese teachers in American primary and secondary schools, and for American Chinese teachers to improve their teaching abilities. This article will also help to understand the important types of practical knowledge that affect the teaching ability of Chinese primary and secondary school teachers in the United States, and at the same time provide materials for research on the practical knowledge of Chinese teachers outside China.

교수활동에 영향을 미치는 요인 간 구조적 관계 분석 -변혁적 지도성, 교사협력, 교사효능감을 중심으로

이혜미 ( Hyemi Lee ),김혜숙 ( Hye Sook Kim ) 연세대학교 사회과학연구소 2015 社會科學論集 Vol.46 No.2

Teaching practices are the most significant in school education activities, so it is necessary to find structural relationships between influential factors of teaching practices. Previous studies are not implemented under the assumption that teaching career can make differences in teachers perception. Therefore, this study will examine the structural relationships between influential factors of teaching practices, such as teachers`` perceived principal``s transformational leadership, teacher efficacy, teacher collaboration, and their teaching practices in each teaching career stage. This study found several findings. First, for Kyunggi-do teachers, teachers`` perceived principal``s transformational leadership can affect teaching practices via teacher efficacy and teacher collaboration. Second, teacher efficacy consistently influences almost teaching practices regardless of teaching careers. Third, influential factors of teaching practices were different by their teaching years. For teachers with less than five teaching years and teachers with more than ten teaching years less than 20 teaching years, principal``s perceived transformational leadership, teacher efficacy and teacher collaboration affect their teaching practices. However, when teachers with more than five teaching years less than ten teaching years implement teaching practices, principal``s perceived transformational leadership was not a significant factor. For teachers with more than twenty teaching years, teacher collaboration did not affect their teaching practices.

유아교사의 구성주의적 교육신념과 교육실제의 일치여부에 따른 수업전문성

송주연(Song, JuYeon),서현아(Seo, HyunAh) 학습자중심교과교육학회 2019 학습자중심교과교육연구 Vol.19 No.22

본 연구의 목적은 유아교사의 구성주의적 교육신념과 교육실제의 일치여부에 따른 수업전문성의 차이를 알아보는 것이다. 연구의 목적을 달성하기 위하여 부산시에 소재한 유치원에 재직 중인 유아교사 268명을 대상으로 구성주의적 교육신념, 교육 실제, 수업전문성을 조사하였다. 연구의 결과, 먼저, 유아교사의 구성주의적 교육신념 수준에 따라 수업전문성 총점 및 하위변인인 수업내용, 수업전략, 수업관리 모두에서 통계적으로 유의미한 차이가 있는 것으로 나타났다. 다음으로 유아교사의 구성 주의적 교육실제 수준에 따른 수업전문성의 차이 차이를 살펴본 결과, 구성주의적교육실제 수준에 따라 수업전문성 총점 및 하위변인인 수업내용, 수업관리에서 통계적으로 유의미한 차이가 있는 것으로 나타났다. 그러나 수업전략에서는 유의미한 차 이가 나타나지 않았다. 마지막으로 유아교사의 구성주의적 교육신념 수준과 구성주의적 교육실제 수준의 일치여부에 따른 수업전문성의 차이를 살펴본 결과, 높은 일치가 불일치 및 낮은 일치 보다 수업전문성이 높게 나타났다. 또한 유아교사의 구성 주의적 교육신념 수준과 구성주의적 교육실제 수준의 일치여부에 따른 수업전문성 하위변인 차이에서, 수업내용, 수업전략, 수업관리 모두에서 높은 일치가 불일치 및낮은 일치 보다 높게 나타났다. 이와 같은 결과는 유아교사의 높은 구성주의적 교육 신념과 높은 교육실제가 상호 일치할 경우 교사의 수업 전문성 역시 높다는 것을 의미한다. The objective of this study is to analyze teaching professionalism according to the consistency between the early childhood teacher s educational beliefs and educational practices. The subjects were 268 the early childhood teachers attending the kindergarten at Busan. They responded to teaching professionalism scale , early childhood teacher’s educational beliefs and educational practices scale . The findings of the study were as follows: First, according to the early childhood teacher s educational constructivist beliefs, there was statistically significant difference by teaching professionalism, teaching contents, teaching strategy and teaching management. Second, according to the early childhood teacher s constructivist educational practices, there was statistically significant difference by teaching professionalism, teaching contents and teaching management. Finally, there was a significant difference in teaching professionalism, teaching contents, teaching strategy, and teaching management depending on the degree of constructivist educational beliefs and educational practices.

Critical Issues in Reflective Teaching Practices: A Case Study of Twelve Korean In-Service English Teachers

윤성원 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.1

This study attempts to explore how twelve Korean in-service EFL teachers applied the theories that they had learned into their classroom practices while participating in their teaching practicum for a TESOL MA program. The major data were derived from the collection of the teachers’ teaching philosophy statements as well as their reflective discussion materials based on their reflective journals. The data were used to examine the beliefs of the teachers and the critical issues addressed in their process of teaching practices. This case study used qualitative content analyses to identify the most frequent and significant themes. The findings reveal the teachers would apply the basic principles of communicative language teaching into their teaching practices; however, they struggled to implement their lesson plans based on the approach. The most significant issues in their teaching practices had to do with appropriate ways of guiding and managing students’ task completion. In particular, they involved the areas of 1) classroom management techniques, 2) giving clear directions, and 3) leading groups. The skills and ways to reduce the gap between their beliefs and actions mostly relate to making decisions on-the-spot and raising interactional competence between teachers and students vital to successful language teaching. The major findings indicate the importance of developing teaching skills in the process of experiential learning through experience and socially constructed reflective discussions about their teaching practices. Moreover, this study addresses more attention should be paid for improving teacher’ classroom management skills as part of teacher competence and pedagogical knowledge.

Critical Issues in Reflective Teaching Practices: A Case Study of Twelve Korean In-Service English Teachers

Seongwon Yun 한국영어어문교육학회 2014 영어어문교육 Vol.20 No.1

This study attempts to explore how twelve Korean in-service EFL teachers applied the theories that they had learned into their classroom practices while participating in their teaching practicum for a TESOL MA program. The major data were derived from the collection of the teachers' teaching philosophy statements as well as their reflective discussion materials based on their reflective journals. The data were used to examine the beliefs of the teachers and the critical issues addressed in their process of teaching practices. This case study used qualitative content analyses to identify the most frequent and significant themes. The findings reveal the teachers would apply the basic principles of communicative language teaching into their teaching practices; however, they struggled to implement their lesson plans based on the approach. The most significant issues in their teaching practices had to do with appropriate ways of guiding and managing students' task completion. In particular, they involved the areas of 1) classroom management techniques. 2) giving clear directions. and 3) leading groups. The skills and ways to reduce the gap between their beliefs and actions mostly relate to making decisions on-the-spot and raising interactional competence between teachers and students vital to successful language teaching. The major findings indicate the impottance of developing teaching skills in the process of experiential learning through experience and socially constructed reflective discussions about their teaching practices. Moreover, this study addresses more attention should be paid for improving teacher' classroom management skills as part of teacher competence and pedagogical knowledge.

Exploring the Difficulties and Coping Methods that the Student-Teachers Experience During Practice Teaching of Physical Education

( Ki Cheol Shin ) 한국체육학회 2015 국제스포츠과학 학술대회 Vol.2015 No.1

Purpose: Among the subjects taught in the elementary schools, most of elementary school teachers feel difficulties about teaching physical education (PE). This study is interested in the way to cultivate teachers` ability of teaching PE, but especially focuses on student-teachers (ST) according to the perspective of teacher socialization. This is assuming that the way student teachers cope with the difficulties will be able to work even when they encounter such a problematic situation as in-service teachers. Therefore the purpose of this study is to explore the difficulties and coping methods that ST experience during practice teaching through a qualitative research method. Method: This study used a qualitative research method. Participants were six (2 males and 4 females) STs, from the national university of education which is located in a local area in Korea. Data were collected by in-depth interview. The interview was processed for two months from November to December of 2014. The content of the interview, which was carried on through face-to-face interview, mostly includes difficulties what STs have experienced during practice teaching. And then data were analyzed by the phenomenological method. Result: Results of this study were summarized in two aspects. The first, the difficulties that STs have experienced during practice teaching were categorized as following themes: restricted opportunity to teach PE, burden of preparation to practice, limitation of endeavor, and gap between theories and practice. Simultaneously the causes of difficulty are implied in the each of themes. That is, first theme is related to the cultural and structural aspect, second theme to subject aspect, and third & fourth theme to personal aspect. Second, the coping methods against these difficulties were categorized as following themes: content reconstruction, looking for useful data, and accepting acquaintances` advice. Above of all, STs thought that PE must be a happy time to pupils, so they tried to present exciting activities unlike the textbook. And STs showed tendency to depend on the web data. A few STs told that they ask others to help them, but range of acquaintance is very restricted such as friends or university seniors. Conclusion: It is important to understand the experience of ST during practice teaching, because practice teaching presents opportunity not only to encounter a complicated and dynamic context of teaching PE, but also to shapes their identity as a PE teacher. Therefore practice teaching should be deliberately prepared so that all of student teachers have chances to perform teaching PE and to remedy and improve their defects in teaching PE.

교육실습생의 자아성찰에 관한 연구 -교육실습생의 성찰저널을 중심으로-

노원경 ( Won Kyung Noh ) 경희대학교 교육발전연구원(구.교육문제연구소) 2007 慶熙大學校 敎育問題硏究所 論文集 Vol.23 No.1

본 연구는 교육실습생의 성찰저널을 통해 교육실습생의 인식과 교육실습운영의 실태를 조사 분석하여 문제점을 진단하고 이를 바탕으로 교육실습 운영의 내실화를 도모하는데 그 목적이 있다. 본 연구에서는 아래의 항목에 대해 그 사례를 찾아 분석하고자 한다. 첫째, 교육실습의 교과지도, 학생지도, 학급경영 영역에서 교육실습생의 자아성찰은 어떠한가? 둘째, 교육실습의 실제적 목적에 비추어 교육실습생이 교육실습 과정에서 배운 내용은 무엇인가? 본 연구를 위한 자료수집은 서울 소재 K대학교의 ``예비교사를 위한 프로그램``에 참가한 48명이었다. 이 중에서 내용 분석의 대상이 된 것은 26명의 성찰저널이었다. 본 연구의 연구 결과는 다음과 같다. 첫째, 교육실습생의 자아성찰 중 교과지도 영역에서는 사전 수업 계획 및 준비의 중요성을 깨달았다는 교육실습생이 있었고, 수업 내용에 대한 충분한 지식을 갖추지 못한 채 수업에 임하여 고민한 교육실습생도 있었다. 교육실습생이 수업 시간에 경험하는 문제 상황은 현 교원양성과정에서 수업 시간 중 실질적인 교수방법에 대해 적절히 준비해 주고 있지 못함을 나타낸다. 학생지도 및 학급경영에서는 현재 교직과정에서 이론 수준에서만 학습이 이루어질 뿐 이론의 구체적인 활용 및 응용 방법에 대한 교육이 부족하다는 것이 나타났다. 따라서 예교사 교육에서는 이론 학습이 이루어진 후 현장중심의 문제해결 교육도 중시되어야 할 것이다. 둘째, 교육실습과정을 통해 교육실습생들은 현실적인 교육철학의 형성과 함께 교사에 대한 인식도 막연한 동경이나 단순한 직업으로서 관념에서 현실적으로 판단하고 선택할 수 있는 일로 바뀌었다. 교직의 좋은 점과 어려움을 함께 정리하면서 교직 선택에 대해 종합적인 판단을 할 수 있는 기회를 갖게 되었다. 자아성찰과정을 통해 교직과정을 선택한 후 4주간의 교육실습기간은 학생의 관점이 아닌 교사의 관점에 서서 교육을 봄으로써 딜레마를 경험하였고 이를 통해 교직에 대한 현실적인 판단을 하게 되었고 교직을 넓은 관점에서 심도 있게 이해할 수 있었다. 따라서 교육실습기간 동안 의미있는 교육경험을 쌓기 위해서는 교육실습생들에게 자아성찰의 기회를 제공하는 것이 필요하다. The purpose of this study is to make practical suggestions for the teaching practice by making a diagnosis of the problems and analyzing the research on the actual conditions of students who write self-reflection journals. In this study, I analyzed the self-reflection journals for the below-mentioned questions. First, the analyses of the self-reflection journal on teaching practice, especially teaching contents, instruction for students and classroom management. Second, the analyses of he self-reflection journal on teaching practice compared to teaching practice`s practical goals. The data for this study was collected from 48 preservice teachers who were that students participated in the Center for Teaching and Learning program for preserivce teachers. The self-reflection journals written by 26 participant were analyzed in this study. The results of this study are the following: 1. As to preservice teachers` self-reflection about teaching contents, it is necessary to acquire a practical teaching method, to use the teaching materials, and to learn the method of writing a teaching plan. 3. As to preservice teachers` self-reflection about instruction for students and classroom management, it is considered that a method of advising the students and knowledge of classroom management through teaching practice was acquired. 4. Compared to teaching practices` practical goals, preservice teachers in the early stage of teaching practice recorded just expectation of teaching and being a preservice teacher but later, recorded more on the general teaching performed by themselves. It can be said that the classroom experience of preservice teachers requires profound self-reflection on the truth of teaching.

刍议高校汉语国际教育专业实践教学改革策略

董振邦(Zhenbang Dong),付雨涵(Yuhan Fu) YIXIN 출판사 2023 教育教学研究论丛 Vol.1 No.5

在高校汉语国际教育专业教学中,教师探索实践教学活动的组织规划和创新设计,能有效培养学生的专业实践能力,提升学生综合素质,推动学生在专业学习中实现全面发展。在汉语国际教育专业的教学实践中,应深刻认识到专业实践教学的重要性,按照专业特色和学生培养需求,优化创新专业实践教学模式、系统改革专业实践教学方法、完善专业实践教学保障对专业实践教学改革策略进行创新,力求全面提高汉语国际教育的整体效能,使学生的综合素质得到高效化的训练。 In the teaching of Chinese International Education in higher education, teachers explore the organization, planning, and innovative design of practical teaching activities to effectively cultivate students’ professional practical abilities, enhance their comprehensive qualities, and promote their all-round development in professional learning. In the teaching practice of the Chinese International Education major, it is crucial to deeply understand the importance of professional practical teaching. Based on the characteristics of the major and the needs of students, the approach to practical teaching reform is clarified from the perspectives of positioning teaching reform objectives, building the teaching reform resource system, innovating teaching reform methods, and establishing a teaching reform evaluation system. Innovative strategies for professional practical teaching reform are pursued by optimizing and innovating the professional practical teaching model, systematically reforming the methods for professional practical teaching, and enhancing the support system for professional practical teaching. The aim is to comprehensively improve the overall effectiveness of Chinese International Education, ensuring that students’ comprehensive qualities receive efficient training.

유치원 교육실습 운영 실제 및 실습제도 개선에 대한 실습지도교사의 인식 및 요구

송연숙,박영옥 한국생태유아교육학회 2015 생태유아교육연구 Vol.14 No.3

The objective of this study was to investigate the present state in kindergarten teaching practice as well as requirements for a kindergarten teaching practice system in order to provide basic data for the collaborative operation of student teaching practice between universities and kindergartens. In this study, 258 cooperating teachers teaching students in kindergartens in the U·G area responded to the questionnaire survey. To measure recognition and requirement in the present state of kindergarten teaching practice, the questionnaires (Park, 2000; Lim, 2007; Choi, 2013) developed by the researcher in this study were used. Data were analyzed with respect to frequencies, percentages, averages, standard deviations, and Cronbach’s ⍺ with SPSS 18.0. The results were as follows: First, it showed that cooperating teachers were almost unanimous in their opinions about the desirable frequencies of teaching practice periods, part-time classwork, and full-day classwork. Results showed that they wanted four part-time classwork and one full-day classwork opportunities. Moreover, observation teaching practice and class teaching practice were guided under the plan of cooperating teachers but it appeared as a limited experience in duties teaching practice. Second, they generally recognized the positive aspects of their performance. Guidance on observation teaching practice relatively appeared higher. In comparison, the satisfaction regarding the guidance of duties teaching practice appeared lower. Third, they had the same opinion on the need for a pre–post teaching practice system; they demanded practical training opportunities in kindergarten and simulation classes. In addition, they asked student-teachers to be active and willing to learn more. 본 연구는 유치원 현장에서 이루어지는 교육실습의 운영 실제 및 실습제도 개선에 대한 인식 및 요구를 살펴보고자 U, G지역의 교육실습 지도교사 258명을 대상으로 설문 분석하였다. 연구 결과 첫째, 교육실습 운영 현황에 대한 인식 및 요구를 살펴본 결과, 실습시기에 대해선 실제 이루어지는 시기와 이상적인 실습시기가 동일하였으며 수업실습에서는 부분수업 4회, 전일제 수업 1회를 바람직하게 여기고 있었다. 또한 관찰실습, 수업실습은 교사의 계획하에 지도되고 있으나 실무실습의 경우 제한된 경험을 하는 것으로 나타났다. 둘째, 참관실습, 수업실습, 실무실습에 대한 역할 수행 및 실습지도 만족도는 대체로 긍정적으로 인식하고 있었으며 이중 참관실습에 대한 지도는 비교적 높게 나타났으나 실무실습에 대한 지도는 다소 낮았다. 셋째, 실습제도 개선에 대해선 사전ž사후실습의 필요성을 제안하였으며, 대학에 대해 현장실습의 기회확대, 연령별 모의수업 시연을 통한 수업역량 및 생태적 현장역량 강화를 요구하였다.

교사의 인식과 수업 - 초등영어 수업에서 언어 형식 지도를 중심으로

김진영,이승민,손혜진,황인정 청주교육대학교 교육연구원 2024 학교와 수업 연구 Vol.9 No.1

Teachers’ cognitions comprise knowledge and beliefs necessary for teaching academic subjects, significantly impacting the planning and execution of lessons. From the perspective, this research explores the dynamic interplay between teachers’ cognitions and their teaching practices. It aims to uncover how teachers’ cognitions influence their teaching practice and how their teaching experiences contribute to the development of their cognitions, particularly in teaching language forms in elementary English classes. The study involved 8 teachers, including pre-service teachers, with diverse academic and teaching backgrounds. This research examined their cognitions and analyzed their teaching practices, emphasizing teaching language forms at the elementary level. It also examined how their cognitions evolved through engaging in teaching practices. The primary findings revealed that, prior to commencing teaching practices, the teachers held more robust general cognitions compared to contextual ones. Concerning the impact of these cognitions on teaching practices, general cognitions were adapted into contextual ones for each lesson, generally aligning with teaching practice. However, in certain lessons, new contextual cognitions, conflicting with the general ones, were employed based on specific contextual factors such as learning contents and students’ proficiency levels. The development of cognitions through teaching practices underscored their central role in refining existing cognitions and developing new ones. This research contributes to a clear understanding of the correlation between teachers’ cogntions and their teaching practices, providing valuable insights into the development of their professional cognitions as teachers.