유아영어교사 양성과정과 연수 교과목 개발을 위한 요구분석

다국어 초록 (Multilingual Abstract)

The necessities of learning English are in creased to communicate with each other by degrees in the world these days. A lot of early childhood children in the kindergarten and day care are learning how to speak and listen English in Korea specially, even though they are too young to understand it. According to these trends, many young children and their parents in Korea are interested in the method to learn English excellently. Actually there are many different kinds of conditions to teach children English effectively. One of them is the training courses for the early childhood English teachers to accumulate their skills to teach children English effectively. This study examined what curriculums the early childhood English teachers want to learn and what kind of scholastic abilities, personal histories and educational qualitieshave.
For the objectives, the research problems are established as follows;
1. How are the curriculums constituted in the training courses for the early childhood English teachers in the University Continuing Education Center and in the Department of Children' English in the College?
2. What are the careers of early childhood English teachers in teaching English the children in the kindergarten and day care center?
3. How are the contents and evaluations organized for retraining early childhood English teachers in the kindergarten and day care center?
The results of those research can be summarized some parts below.
The contents of the curriculum in the representative University Continuing Center and Department of Children's English in College in Korea for teaching children English are made for about four spheres;
1. The first is to improve communication skills in English including Basic Practical Conversations, Phonics, Pronunciations and classroom English.
2. The second is learning the various teaching skills for inducing the interesting and effective English class. There are about ten more skills utilizing in the classroom including Song& Chant, TPR, Storytelling, Game&Play, Drawing, Theory of Teaching Method, Planning the class, Role play, Management of class, Development of textbook, Practical Exercising, Making the materials, Applying the multi-media and Model class.
3. The third is helping the early childhood English teachers understand the Early Childhood Education relating the Early Childhood English. As they understand the abstruse curriculums connecting between the two field, the Early Childhood English programs will be developed appropriately.
4. The fourth is the acquiring the diverse general knowledge about the English Educations.
The qualities of the early childhood English teacher through the questionnaires are provided as follows;
Most early childhood English teachers are women and their ages are almost from thirty to forty. They graduated university generally and their majors are almost Department of English literatures and English Educations, Early Childhood educationsand Children' Educations. The motivation to participate in training courses is to learn new teaching method. They have ever experienced to study with English native speaker to continue developing their English skills. They hardly take part in the institute activities to advance their ability of English. They usually have the positive confidence to communicate with English native speaker. The early childhood English teachers are satisfied with the main subjects of Song& Chant, Game& Play and Model Class, Making the materials & textbook. They don't think they need to take courses relating with English Educations, Evaluation the class, Understanding the culture about the England & America and Teaching the reading & writing English.
Considering those results, excellent and effective training courses for early childhood English teachers are essential to obtain the achievements to make the children speak and listen English very well. First of all, we need to make the curriculums in the point of national system and should educate the early childhood English teachers exactly, according to those curriculums.

목차 (Table of Contents)

• 목차
• Abstract
• I.서론 = 1
• 1.연구문제의 진술 = 1
• 2.연구의 중요성 = 4
• 3.용어의 정의 = 6
• 4.연구의 제한점 = 6
• 5.연구의 가정 = 7
• II.이론적 배경 = 8
• 1.유아영어교사의 전문성과 요건 = 8
• 1)유아교사의 전문성 = 8
• 2)영어교사의 요건 = 10
• 3)유아영어교사의 자질 = 11
• 2.초등학교 영어교사 교육내용 = 13
• 1)교육대학교의 교과과정 = 13
• 2)연수프로그램 = 15
• 3.외국의 국제영어교사 양성제도 = 17
• 1)영국 = 17
• 2)호주 = 19
• III.연구방법 = 22
• 1.연구대상 = 22
• 2.측정도구 = 22
• 3.자료수집 절차 = 24
• 4.자료분석 = 25
• IV.결과 = 26
• 1.평생교육원 유아영어지도자 양성과정과 전문대학
• 유아영어지도과 교과과정의 내용 = 26
• 2.유아영어교사의 교육적 배경과 자질 = 31
• 3.유아영어교사 연수교과목 프로그램의 내용과 평가 = 38
• V.논의 = 44
• 1.유아영어교사의 양성과정 = 44
• 2.유아영어교사의 자질 = 46
• 3.유아영어교사의 연수교과목 프로그램 = 51
• VI.결론 및 제언 = 54
• 참고문헌 = 57
• 부록 = 62