초등학교 국어 수업 컨설팅에 대한 수요자 요구 분석 = A survey of elementary school teachers on the need for instructional consultation in Korean

다국어 초록 (Multilingual Abstract)

This paper researches the present instructional supervision in elementary schools and the need for instructional consultation in Korean. The participants comprised 482 teachers from 14 elementary schools in the areas of Seoul, Incheon and Gyeonggi. Following are the results that were obtained.
We found that the elementary school teachers had experienced various types of instructional supervision related to their professional career as a teacher. The most preferred method of supervision was self-directed development, followed by colleague supervision, teacher-demanded supervision and so on. Further, their responses to the supervision were more affirmative than negative. They believed that such elements were important as they focussed on the willingness and preparation of themselves, the speciality of the advisors and the comfortable atmosphere for discussion after workshop classes.
Most elementary school teachers thought that instructional consultation in Korean was necessary and desired in order to improve their teaching skills depending on the content of the subject. The strand in which they wished for maximum consultation was 'speaking': their reasons for the same were as follows: (1) 'not having considerable knowledge on how to use textbooks and produce teaching and learning materials' and (2) 'it is the most important strand among the 6 strands'. With regard to managing the instruction, they preferred consultation pertaining to 'question and feedback' the most, followed by 'motivation', 'attracting attention' and 'guiding learning activities'.
The most preferred consultant was an expert teacher. Moreover, the most preferred time for consultation was during the term and through in-service teacher training programmes. Many respondents chose the option 'as and when necessary' as the proper frequency for the consultation. In addition, most teachers preferred face-to-face consultation, aided by the videos and materials of a class. The primary elements for the success of instructional consultation were institutional backup, teachers' willingness and the speciality of the consultants. With regard to utilising the outcomes of the consultation, most teachers preferred that it be used for in-service teacher training programmes and for teacher's guide books.

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