초등학교 교사들의 문해성지도 접근방식 및 신념 = Elementary Teachers` Literacy Approaches and Beliefs about Literacy Acquisition

다국어 초록 (Multilingual Abstract)

This article explored the literacy approaches elementary teachers depend on in their classrooms, and the beliefs related to children`s literacy acquisition they rely on. A questionnaire consisted of 10 items each for whole-language approach, skills approach, and constructivistic beliefs was constructed. The responses of 86 first-grade teachers and 82 second-grade teachers were processed to reveal the results. The results showed that elementary teachers use both whole-language approach and skills approach, with slightly higher degree of skills approach. While there were no sigruficant differences in the use of whole-language approach between first-grade and second-grade teachers, first-grade teachers use sigruficantly more skills approach than second-grade teachers do. The degree of elementary teachers` constructivistic beliefs related to literacy acquisition was found to be considerably high, which supports teachers` use of whole-language approach. The results were discussed with the reference to balanced approach.

참고문헌 (Reference)

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