중등 영어교사 자격연수 효율성 제고 방안 = (The) efficacy of current in-service training for secondary school English teachers in Korea

다국어 초록 (Multilingual Abstract)

The purpose of this study is to determine the ways of improving the efficiency of in-service training for secondary school English teachers. To achieve this, this study focused its research over three areas. First, the theory of in-service training was focused on by assessing topic literature through journals and articles published both domestically and internationally. Second, the investigation was conducted into the actual conditions of in-service training by analyzing the teachers’ training over a three year period (from 2005 to 2007) amongst randomly selected seven regions in the country. Analysis was performed on three subject categories; teaching profession, refinement and English education and divided into three aspects; language skills, communicative skills, and language learning/teaching skills. Analyses revealed the following; 1st: among 7 regions (A-G), subjects under teaching profession, refinement and English education varied significantly in terms of number and credit hours of courses. In region [C], teaching profession program was arranged below the standard (10～20%) set by the Ministry of Education, Science and Technology. In regions [C, E, G], the refinement program was arranged below the standard (10～20%) set by MEST. In some regions, except [E, G], English education program was arranged below the standard (70～80%) set by MEST, 2nd: by region [C, E, G], the arrangement of 4-skills was not balanced whereby too many hours were allotted to the writing course over the other skills in region [C, E], and only the reading course was arranged in region [G], 3rd: in region [G], communicative activities seemed to be negligent comparing with other parts of English education, with undue focus on the parts of language skills, English teaching and learning methods of the English education program, and finally 4th: there was insufficient understanding of the 7th curriculum course in region [C], cross-cultural understanding course was not arranged in region [C, D], ineffective case-study course of English education in region [E], and too many courses arranged in region [F].
The questionnaire for the survey conducted of English teachers having completed in-service training to determine their level of satisfaction with the training. The questionnaire for the survey consisted of the following categories general attitude towards teacher training and refinement, and the quality of training. The questionnaire consisted of 40 questions for the English teachers. Analysis of the answers revealed the following; 1st: most participants weren't satisfied with the training, 2nd: trainees assumed that the training didn't fulfill the aims of the training and improve their teaching and business management ability, 3rd: lack of explicit instructions regarding training length and difficulty, 4th: trainees preferred various types of practical courses rather than theoretical ones.
Analyses of the quality of the English education training revealed a higher satisfaction with the training at regional training centers in comparison to university training centers and teachers with over 5 years educational experience were more satisfied with the training than those less experienced and recognized the necessity of training. In addition, trainees attended passively due to the following concerns lack of attention to their expectations and opinions regarding the efficiency of training, insufficient practical skills were applied during the program (as set out within the 7th curriculum), lack of effective evaluation, need for cross-cultural understanding, lack of systematic and structured training and that the 4 skills were unbalanced throughout the regions. It was further determined that to increase communicative competence, trainees should undertake English conversation with native speakers, and take various communicative courses to improve.
Based on the above findings, it was concluded from this study that in order to improve the efficiency of in-service training the followings were suggested: 1st: To overcome imbalances, some complementary measures should be addressed, such as modifying the disciplines for obedience of the rules and dividing the program into two parts based on the features of the region; the same mandatory subjects for all regions and optional subjects suited to each region, 2nd: To increase trainees' satisfaction with training, curriculum should emphasize practical techniques useful for the English classes rather than theoretical ones, 3rd: Clear instruction for trainees to increase the efficiency of the training, and the blended training [on-line / off-line] might be considered to reduce difficulty felt during the training, 4th: Both training centers and instructors should examine the evaluation methods in-depth and carefully, to ensure reliability, validity, and rationality of the evaluation, 5th: Training centers should be jointly run by participant teachers, center faculty, and administration, 6th: In respect of training acceptance there should be a requirement for selecting the teacher trainee with more than 3 years educational experience, 7th: Careful consideration should be given to those with non-English majors when arranging training, 8th: Selecting of training course instructors should include competent school English teachers rather than professors universities. As a consequence, the training could be and educational context-centered rather than supplier and theoretical lecture-centered.

목차 (Table of Contents)

• Ⅰ. 서론 = 1
• 1. 연구의 필요성 및 목적 = 1
• 2. 연구의 내용 및 제한점 = 4
• 1) 연구의 내용 = 4
• 2) 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 6
• 1. 영어과 교육과정 = 6
• 2. 영어교사의 자질과 역할 = 10
• 1) 영어교사의 자질 = 10
• 2) 영어교사의 역할 = 16
• 3. 교사연수와 영어교사 연수 = 18
• 1) 교사연수의 개념 = 18
• 2) 교사연수의 필요성 = 21
• 3) 교사연수의 모형 = 23
• 4) 교사연수의 원리 및 방향 = 25
• 5) 교사연수의 유형 = 30
• 6) 교사연수의 법적 근거 및 현황 = 31
• 7) 교사연수 제도 = 33
• 8) 영어교사의 연수 = 36
• Ⅲ. 연수 프로그램 분석 = 39
• 1. 분석 대상 = 39
• 2. 연구 절차 및 자료 분석 = 39
• 3. 지역별 연수 프로그램 분석 = 40
• 1) 교직, 교양 영역 = 40
• 2) 전공 영역 = 43
• (1) 언어기능 = 45
• (2) 의사소통 활동 = 49
• (3) 영어과 교과교육 = 54
• 4. 연수 프로그램 분석 결과 요약 = 67
• Ⅳ. 연수 만족도 분석 = 70
• 1. 연구 대상 및 일반적 특성 = 70
• 2. 연구 절차 및 자료 수집 = 72
• 3. 분석 결과 및 논의 = 73
• 1) 연수 개요 = 73
• 2) 연수 과정 = 79
• 3) 교직 영역 = 97
• 4) 교양 영역 = 104
• 5) 전공 영역 = 111
• 6) 제7차 교육과정의 영어교과 목표에 대한 영어교사들의 인식 = 122
• 7) 설문분석 결과에 대한 논의 = 133
• 4. 연수 만족도 설문조사 분석 결과 요약 = 140
• 1) 연수 개요와 연수 과정 = 140
• 2) 교직 영역과 교양 영역 = 140
• 3) 전공 영역 = 141
• Ⅴ. 자격연수 효율성 제고 방안 = 144
• 1. 연수 프로그램 구성 측면 = 144
• 2. 연수 실행 측면 = 145
• Ⅵ. 결론 및 제언 = 147
• 참고문헌 = 149
• Abstract = 155
• 부록 = 159

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