영어교사의 교직 생활과 문화 = Korean secondary school English teachers : their school life and culture

다국어 초록 (Multilingual Abstract)

To understand the structure of school and the culture of teachers is necessary in achieving the goal of educational reform and enhancing the quality of education in school. The substructure of teachers' culture composes teachers' culture of each subject. One of the subjects which has been asked to do more than before in this rapidly changing society is English. The purpose of this study is to describe and understand the English teachers' life and culture, using survey and ethnographic method.
To specify the purpose of this study, questionnaire survey was conducted among the English teachers in Cheollabukdo province, which produced analyses of differences in school level, sex, position in school and the years of teaching service. Major problems concerned in this study were as follows:
First, what are the ways of living of English teachers in Korea like?
Second, How are they adapt themselves with school lives in the course of developing instruction skill?
Third, what are the common cultures which English teachers develop while adapting themselves to school lives?
An ethnographic study as qualitative method and a survey as quantitative method were both used. For an in-depth, concrete understanding of English teachers' activities, two or three-month observations had been conducted at a middle school and a high school located in the country. For the interview, 12 English teachers of secondary schools in urban and rural areas were selected as the major subjects of data, along with the interviews with some English teachers in training for certificated teacher.
The major findings from the participations, interviews and in-depths were as follows:
First, the main aspects of English teachers were early beginning for the extra classes before the regular classes, developing their teaching skill to gain the desirous effects but they were suffering from the insufficient facilities for foreign language teaching and busy preparing for the teaching materials and dealing with administrational tasks. English teachers liked teaching English subject itself and paid their most effort to teach better English.
Second, the development stages of English teachers were progressed in four steps: pre-teacher stage, beginning stage, authentic teachers' stage and retirement-preparing stage. In each stage, English teachers tried to achieve the professionalism for the students and acknowledgement from the society around. During which process, they were under the strong pressure of the generalization of English use, the higher demand of English speaking ability from English teacher, the trends to evaluate English teachers' ability through official test as TOEFL, TOEIC. etc., and the need to use the authentic textbook and the asking to teach English through English.
Third, the cultures for English teachers were Teaching-centered and the promotion-centered. They are the resulting aspects from the crisis sense.
The English teachers behaved in the academic working mood and they accepted it as natural from the subject character of English. But they were strongly under the stress in considering promotion, working severely for the students to get better grade in entrance exam for the higher schools. Despite the belief and perception that they had the capability to teach English well, they were in dissatisfaction of not being able to be given the chance they could their utmost best. They really wanted to be offered the chance participating in their English practice program for over at least six months.
The suggestions of this study are: to improve the system of training English teachers raising their professionalism, to improve the school organization and administrative practice in a way that enhances the morale of English teachers, and to organize the experiences and goodness of experienced English teachers in community.

목차 (Table of Contents)

• 목차 = ⅰ
• 표목차 = ⅲ
• 그림목차 = ⅴ
• ABSTRACT = ⅵ
• Ⅰ. 서론 = 1
• 1. 연구의 필요성과 목적 = 1
• 2. 연구 문제 = 5
• 3. 연구의 제한점 = 5
• Ⅱ. 이론적 배경 = 7
• 1. 영어교사의 교직생활 = 7
• 2. 교사 발달 = 24
• 3. 교사 문화 = 37
• Ⅲ. 연구 방법 = 47
• 1. 연구 대상 = 47
• 2. 자료수집 = 55
• 3. 자료 분석 = 59
• Ⅳ. 영어교사의 일상생활 = 63
• 1. 중학교 영어교사의 일상생활 = 63
• 2. 고등학교 영어교사의 하루 = 72
• 3. 논의 = 84
• Ⅴ. 영어교사 교직 적응 = 87
• 1. 예비 교사 단계 = 88
• 2. 임용기 = 99
• 3. 활동기 = 112
• 4. 정년기 = 147
• 5. 논의 = 163
• Ⅵ. 영어교사의 문화 = 170
• 1. 영어교사 문화 형성의 배경 = 170
• 2. 영어교사의 문화 = 178
• Ⅶ. 요약, 결론 몇 제언 = 188
• 1. 요약 = 188
• 2. 결론 = 191
• 3. 제언 = 194
• 참고문헌 = 196
• 부록 = 208