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영어교사 자질과 좋은 영어수업에 관한 교사 집단 간 인식 연구 원문보기

  • 저자

    한지희

  • 학위수여기관

    한국외국어대학교 교육대학원

  • 학위구분

    국내석사

  • 학과

    어린이영어교육전공

  • 지도교수

    이윤

  • 발행년도

    2014

  • 총페이지

    87 p

  • 키워드

    영어교사 자질 좋은 영어수업;

  • 언어

    kor

  • 원문 URL

    http://www.riss.kr/link?id=T13538905&outLink=K  

  • 초록

    An Analysis of Teachers' Awareness on the Qualities of Good English Teachers and Good English Lessons The purpose of this study was to analyze teachers' awareness on qualities of good English teachers and good English lessons. To conduct this study, the qualities of English teacher were divided into 4 categories: technical knowledge, pedagogical skills, interpersonal skills and personal qualities. The questionnaire composed of 41 items about detailed qualities of each category. For the other questionnaire, six English teachers were interviewed about their beliefs and perceptions on quality English lessons. Based on the results, a 54-item questionnaire was developed. Two types of questionnaires were distributed and collected as data from 125 English teachers. The questionnaire about the qualities of English teachers were analyzed by the chi-square test to compare primary school teachers and secondary teachers, and to compare public English education teachers and private English education teachers. In addition to the questionnaire analysis, in-depth interviews were conducted for getting detailed opinions on creating high quality English lessons. The collected data was analyzed using quantitative and qualitative methods. In many ways, teachers have similar awareness of what makes to be a good English teacher. However, for some items, teachers had different views on the qualities of good English teaching. The results of this study are as follows. First, primary school teachers put weights on the following items: intimate relations between language and culture, using different methodologies, an organized instruction based on lesson plans, effective classroom management, interaction between the teacher and students, patience towards slower students, and the ability to cope with something unexpected. On the other hand, secondary school teachers focused on the fluent competence in speaking, writing, listening and reading, setting challenging tasks to outstanding students, and trying to promote professionalism as an English teacher. Second, teacher in public school setting considered the following things to be more important compared to private schools teachers: clear and easy to understand explanations about a lesson, warm hearted personality, dedication to students, and a positive attitude to students' needs. Lastly, the different group of teachers had the same views on good English lessons through the chi-square test. English teachers believed that other English teachers hold the beliefs that: They should respect and believe in learners, motivate students, and remain active in the classroom. Teachers also believe that the textbook should be restructured based on the ability of students in an authentic way and the instructional objectives should be stated clearly. Also, a good English lesson is full of student-centered activities encouraging interaction between teacher and students. Upon analysis, some implications can be suggested. First, it is expected to analyze not only teachers' awareness but explore into the actual class of teachers based on their awareness. Second, there has been prejudice about teachers in private setting. Therefore two groups of teachers, who work in both public or private sector, they might have role conflicts between their beliefs and requirements. It is also expected to have implications for the further study. Lastly, the development of teacher training program should be developed based on what English teachers need in their actual classroom situation.


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