중국인 한국어 교원의 민족 구성을 고려한 재교육 방안 연구 -절강 지역 교사 요구분석을 바탕으로-

김영근 ( Yeong Geun Kim ),임총인 ( Cong Yin Ren ) 이중언어학회 2015 이중언어학 Vol.59 No.-

This study aims to let Chinese teachers teaching Korean to improve their teaching skills more effectively by providing them a re-training program. To find out the effectiveness of the program, the study conducted a survey on Chinese teachers teaching Korean language in Zhejiang, China. The survey especially focused on the participation rate, merits and demerits of the re-training program, and demand of the program. In addition, it also analyzes the curriculum of existing re-training program for teachers and designs a new re-training program for improving the teaching quality of the Chinese teachers teaching Korean language. Among these teachers, ethnic Korean teachers living in China hold an intermediary position since they have both Korean language and culture and Chinese language and culture at the same time. Therefore, they should be approached as the different ways. Hence, the study suggests the re-training program it is divided as the three parts. The first part is the require curriculum both ethnic Korean teachers and Chinese teachers. And the second part is the curriculum for ethnic Korean teachers living in China, focusing on teaching methods, contemporary Korean culture and differences between Korean language and the language ethnic Koreans living in China use. The study also separately suggests a re-training program for teachers from Han Chinese(and other races in China) focusing on studying the advanced Korean language and traditional culture, and comparing both Korean and Chinese cultures.(Kyunghee University)

"2007 개정 초등 음악과 교육과정"에 따른 교사 국악연수 프로그램 개발 연구

정은경 ( Eun Gyeong Jung ) 서울敎育大學校 初等敎育硏究所 2011 한국초등교육 Vol.22 No.1

본 연구의 목적은 ``2007 개정 초등 음악과 교육과정``에서의 교사들이 필요로 하는 국악연수가무엇인지 그들의 의견을 조사 분석하여, 보다 현실적으로 학교교육에 적용할 수 있는 교사 국악연수 프로그램 개발에 필요한 정보를 제공하는데 있다. 연구 대상은 부산 지역의 초등학교 교사217명을 대상으로 하였으며, 검사 도구는 총 6개의 영역으로 이루어진 설문으로, 그 내용은 국악교육 및 국악연수 프로그램 개발에 대한 문항으로 구성하였다. 연구 결과, 국악교육에 대한 교사들의 관심은 높은 것으로 조사되었으며, 특히 이전에 국악연수를 받은 경험이 있는 응답자들은실제 수업지도에 많은 도움이 되었다고 응답하여, 교사들에게 국악연수가 실제로 수업을 하는 데에 긍정적인 효과를 나타내고 있다는 것을 확인시켜주었다. 이밖에도 ``2007 개정 초등 음악과 교육과정``에 따른 국악연수 프로그램 개발과 관련해서는 단소 지도, 장단 지도, 한국 춤 등의 영역을 가장 필요로 하였으며, 바람직한 국악연수의 내용 구성은 국악교육론에 대한 것을 가장 요구하고 있는 것으로 나타났다. 본 연구는 여러 제한점이 있으나 이러한 연구 결과를 토대로 교사들의 요구를 반영한 효과적인 국악연수 프로그램이 개발되어 운영된다면, 앞으로 초등학교 현장에서의 국악교육은 보다 질적으로 효과를 거둘 수 있게 될 것이라 기대한다. This is the basic research to develop a Korean classical music training program for teachers according to ``the Revised Elementary Music Curriculum, 2007,`` and aims at examining teachers``opinion on what kind of Korean classical music training they need in ``the Revised Elementary Music Curriculum, 2007.``This research is targeted at 217 elementary school teachers in Busan, and its test tool is the survey consisting of six areas in total, whose contents are about the education and training of Korean traditional music. The study result showed that their interest in Korean traditional music was high, and in particular, the training on Korean traditional music has many kinds of positive influences on actually teaching classes. A training on Korean traditional music according to ``the Revised Elementary School Music Curriculum, 2007`` was proved to be necessary in the survey,whose areas would be teaching Korean traditional dance, Korean rhythms and how to play the danso etc. And it was found out that the desirable contents of the training on Korean traditional music demanded by teachers most was the education theory of Korean traditional music. So far, the Korean classical music education has focused on expanding the quantity of the Korean classical music in the textbook, not on raising the teachers who are able to teach the Korean classical music in the textbook. The question on this problem has been being raised by teachers in the school field constantly, and they are complaining of the difficulty in teaching Korean classical music even they haven``t learned themselves. In this situation, ``the Revised Elementary Music Curriculum, 2007`` displays a lot more changes compared to ``the Seventh Curriculum``, among which, in ``the Revised Elementary Music Curriculum, 2007``, the contents of Korean classical music education are very concrete and specific,and their details are clarified for the learners by their grade. Likewise, in the changed curriculum, the Korean classical music training for teachers is required desperately. This research was conducted with this background, and is expected to be the basic data to develop a Korean classical music training program which can be more practically applied to the education in schools by investigating problems of the existing Korean classical music training.

초등교사의 국악교육에 대한 인식 조사 연구

정은경(Jung eun gyeong) 한국국악교육학회 2009 국악교육 Vol.28 No.-

본 연구는 2007 개정 교육과정에 따른 초등 국악교육의 관심이 보다 더 질적인 내실화를 추구하는 현 상황에서 초등학교 현장교사들의 국악교육 현황을 분석해 보고, 나아가 국악교육에 대한 관심이 어느 정도인지 국악교육 전반에 대한 초등교사들의 인식을 조사해 보고자 하는 데에 그 목적이 있다. 특히, 초등교사의 연령 및 교직 경력, 그리고 국악연수 경험이 국악 및 국악교육 전반에 대한 인식과 어떠한 상관관계를 가지고 있는지에 주목하고자 하였다. 이러한 연구목적을 수행하기 위해, 2008년에서 2009년 부산교육대학교 초등교육연수원의 방학 중 교사 연수 프로그램에 참여한 부산, 경남, 울산 지역 거주 초등교사 64명을 대상으로 설문조사를 실시하였다. 본 연구의 측정도구는 인구통계학적인 특성을 알아보는 것과 이들의 국악연수에 대한 경험 및 국악연수에 참여한 횟수, 그리고 국악과 국악교육에 대한 인식을 알아볼 수 있는 것으로 구성되었다. 연구결과, 초등교사의 연령과 국악에 대한 인식은 유의미한 것으로 나타났는데, 그것은 40대 이후부터 국악에 대한 그들의 관심 및 흥미 등에 있어서 인식 변화가 일어난 것으로 조사되었다. 특히, 주목할 만한 것은 국악연수 경험이 국악 및 국악교육에 대한 인식에 유의미한 영향을 미치는 것으로 조사되었을 뿐만 아니라, 초등교사의 국악연수 참여 횟수가 국악교육에 대한 인식에 유의미한 영향을 미치는 것으로 조사되어, 앞으로 국악연수의 개설 및 그 필요성이 강조된다고 하겠다. 따라서 이러한 조사 결과에 대한 철저한 분석을 통하여 앞으로 국악교육의 방향 설정에 대한 시사점을 도출할 수 있고, 이를 토대로 국악 교사연수 프로그램 개발을 위한 기초 자료를 마련할 수 있을 것이라 기대해 본다. This study aims at analyzing the present condition of Korean classical music education by the teachers in the field of elementary schools in the present situation where the interest in the Korean classical music education in elementary schools is more focused on qualitative substantiality, and furthermore, at investigating the elementary school teachers’ recognition of general education on Korean classical music of how much interest they have in Korean classical music education. In particular, the correlation between the elementary school teachers’ age, career in the education field, and experience of Korean classical music training and their recognition of Korean classical music and Korean classical music education on the whole was examined. In order to accomplish these purposes, a questionnaire survey of 64 elementary school teachers residing in Busan, Southern part of Gyeongsang province and Ulsan, who had participated in the teachers’ vacation training program offered by an elementary education training center of Busan National University of Education in 2008 and 2009, was conducted. The measuring tools of this research consist of what examines demographical characteristics, and what tells the teachers’ experience in Korean classical music training, the number of their participation in Korean classical music training, and their understanding of Korean classical music and Korean classical music training. The research result proved that the age of elementary school teachers and their recognition of Korean classical music had a meaningful relation, which revealed that their recognition of Korean classical music had changed in terms of their interest and tastes after they reached their forties. Especially, what is worth noticing is that not only their experience in Korean classical music training was proved to affect their understanding of Korean classical music and Korean classical music education in a meaningful way, but also the number of elementary school teachers’ participation in Korean classical music training had a meaningful influence on their recognition of Korean classical music education, which stresses the necessity to open more training programs of Korean classical music hereafter. Therefore, the thorough analysis into these research results would help derive some implication on establishing the direction for the future Korean classical music education, based on which, the basic data to develop teachers’ training program of Korean classical music is expected to be made.

교원 재교육 프로그램에 대한 한국어 교원의 요구와 관련 변인 연구-국내 대학 부설 한국어교육기관을 중심으로-

장미라,조현용 국제한국어교육학회 2018 한국어 교육 Vol.29 No.4

The purpose of this study is to examine Korean teachers’ needs in in-service teacher training and variables related to their needs. This study was conducted with teachers from Korean language centers in Korean universities. The following three research questions were investigated: (1) What are the teachers’ experiences of Korean language teaching and in-service teacher training? (2) What are the teachers’ needs and expectations for the content and components of in-service education programs? Are there any disparity between teachers’ needs and institutional needs? (3) What are the variables to be considered in designing an effective in-service teacher education program? In order to answer the research questions, a survey was developed and distributed to university Korean language institutions and Korean language teachers. The results indicated that both institutions and teachers are highly aware of the importance of the need for in-service teacher training. The results also suggested that a more teacher-centered, bottom-up approach should be implemented for successful outcomes of teacher education programs. Based on the results, this study offers a summary of the need for in-service teacher training and variables (both individual teacher variables and environmental variables) to be considered in designing the content and components of a teacher education program.

교사 자질 분석을 통해 본 한국어 교사 교육

김재욱 한국언어문화교육학회 2016 언어와 문화 Vol.12 No.4

The purpose of this study to determine Korean language institutes’ needs of Korean teacher’s qualifications through an analysis of recruitment notices for Korean language teachers (total 283 cases) and the recruiting processes of major Korean language institutes (application review, teaching demonstrations, and interviews, 9 cases). Based on this analysis, this study recommends content and methods for Korean language teacher training. Through an examination recruitment notices, approximately 82% of the notices required teaching experience, and 61% of the notices mention foreign language skills as mandatory or preferred qualification. Therefore, it is necessary to establish a practical system to practice teaching in an authentic Korean class situation for the students who are major in teaching Korean language to obtain ‘work experience.’ Also, foreign language related subjects must be offered to satisfy the needs of recruitment notices, and to develop a ‘learner’s perspective experience.’ The most important element of the application review is one’s teaching Korean career. One’s major is second, and one’s teaching qualifications or teacher training certification is considered third. The most important elements of the recruitment notices are the Korean teaching experience and major. As for the teaching demonstration, explaining the grammar effectively, the power of delivery with voice and way of applicant’s speaking, preparation, and teaching style which is suitable for its institute were considered important. For the interview, the applicant’s attitude was considered the most important, and the answer for the question is considered second, and the applicant’s enthusiasm and personality are ranked equally. The current curriculum for Korean language teaching and Korean teacher training are organized based on the standardized curriculum established by the Framework Act of the National Language Enforcement. However, it differs from what the academic research or the Korean language institutes wants for their Korean teachers’ qualifications. The expectation of this study is that its contents are reflected on the curriculum of Korean language teaching departments and teacher training, so that it can help to equip higher qualifications for Korean teachers.

언어 패러다임의 변화가 조선어 초등교원 양성과정에 미치는 영향

김순희 한국국어교육학회 2013 새국어교육 Vol.0 No.96

이 논문은 언어 패러다임의 변화가 중국 조선어와 조선족 교육, 조선어 교원양성에 미치는 영향에 대한 검토를 통하여 기존의 조선어 초등교원 양성과정이 가지고 있는 문제점을 분석하고 향후의 합리적인 방안 모색을 위해 근거를 제시하는 데 목적이 있다. 건국후 조선족은 주로 동북3성에 집단 거주하면서 교육에 헌신해 왔으며, 이로 인해 개혁개방 이후 중국에서 평균학력이 가장 높은 민족으로 자리 잡았다. 그러나 오늘날 조선족 사회는 개혁개방과 더불어 큰 변화를 가져왔으며 이런 변화는 교육에도 큰 영향을 미쳤다. 인구이동, 언어 환경과 교육정책의 변화, 매스컴의 발달 등 언어 패러다임의 변화 요인은 조선족 교육의 인재양성 목표와 조선어규범, 조선어 교원양성에 커다란 영향을 주고 있다. 이는 향후 조선어 교원양성 과정은 중국의 교육과정을 따름과 동시에 민족교육의 합리적 발전을 도모할 수 있는 방향으로 재정비되어야 할 필요성이 대두되고 있다. 이 논문은 위에서 제기한 문제점을 인식하면서 연변대 초등교육과 조선어 양성과정의 문제점에 대해 분석하고 합리적 대안 모색의 필요성을 강조할 것이다. The purpose of this study was to examine the influence of the change of language paradigm upon the Korean in China, the education of Korean Chinese and especially the training course of primary school teachers who teach Korean in China. It also indicated the problems of present training course of primary school teachers, and suggested a rational alternative to solve the problems. After the foundation of contemporary China, Korean Chinese in East-North three prefectures devoted whole life to their children’s education, so Korean Chinese held the first rank in the average level of education in China after the reform and open door policy. But the contemporary Korean Chinese society suffers enormous fluctuation, and it causes great change of educational system. The change of language paradigm(movement of population, change of language environment and education policy, development of mass communication etc.) affect the goal of training human resources, standard of Korean in China and the training process of the primary school Korean teachers. On this account, the future training course of the primary school Korean teachers must follow the Chinese official educational curriculum and should be rearranged in the direction of aiming at the rational development of Korean Chinese education. In order to accomplish this research, this study emphasized the necessity of seeking for rational alternative of training course of primary school Korean teachers around the example of Yanbian University.

국어과 교사 교육의 현황과 개선 방안 ; 중등 학교 국어 교사 연수의 문제점과 개선 방안

이충우 ( Lee Chung U ) 국어교육학회 2004 國語敎育學硏究 Vol.19 No.-

소통을 위한 한국어 교육 -한국어 교원 자격 제도를 중심으로-

송향근 ( Hyang Keun Song ) 민족어문학회 2012 어문논집 Vol.- No.65

이 글은 언어 교육의 주요 요소인 교사를 소통의 중심으로 보고, 한국어 교육의 중심인 교사의 ``양성-인증-임용`` 체계를 ``한국어 교원 자격 제도``를 중심으로 살피고자 한다. 한국어 학습의 수요가 증가함에 따라 한국어 교사에 대한 수요도 커졌고, 체계적인 한국어 교육을 이루기 위해 전문성을 갖춘 한국어 교사에 대한 요구가 생겨났다. 이 요구를 해결하기 위해 법령으로 한국어 교사 자격을 규정하고 자격의 요건에 부합한 한국어 교사의 양성이 이루어지게 되었다. 이 글에서는 법령 시행 이후 나타난 문제점에 근거하여 한국어 교원 자격 심사, 양성 과정, 한국어교육능력검정시험 및 한국어 교원의 수급 등을 중심으로 향후 한국어 교원 자격 제도의 과제에 대해 살피고자 한다. This paper insists that teachers are the principal factors in language education as the center of understanding, and studies ``training-certification-employment`` system of teachers who are the center of Korean language education, focusing on the ``system for Korean language teachers` qualification``. As the demand of Korean language learning increases, the demand of Korean language teachers increased. Also, to accomplish systematic Korean language education, the demand of the Korean language teachers with specialty occurred. To resolve the demand, regulations for qualification of Korean language teachers and training for Korean language teachers who fulfill requisites for the qualification took place. In this paper, the tasks of Korean language education ahead are stated, focusing on examination of Korean language teachers` qualification, training program of Korean language teachers, Test of Ability for Teaching Korean language and the supply and demand of Korean language teachers, based on the problems that occurred after enforcing of the law.

지속적ꞏ발전적인 한국어교원 파견 프로그램 개발 연구 -2018 국립국어원 한국어 예비 교원 국외 실습 지원 사업(중앙아시아 지역)을 중심으로-

이동은,이수연 국제한국어교육학회 2019 한국어 교육 Vol.30 No.1

This paper is based on the 2018 Korean Language (prospective) Teacher Overseas Practical Training Assistance Project (Central Asian region) and its theoretical background. The project is followed by the 2017 Korean Language (prospective) Teacher Overseas Dispatch and Practical Training Assistance Project (Almaty, Kazakhstan region), and therefore, this paper addresses issues regarded important in the 2nd year’s task including a needs analysis, developmental and continuous application. In terms of the scale of the program, it discusses characteristics of prospective teachers for the training program and the development of ‘Short-term Korean language classes (Immersion Program)’ to meet the local needs. In addition, from the qualitative aspect, it looks into how to provide diverse programs to help prospective teachers accumulate overseas field experiences and exchanges with local students and teachers. Also, it explores theoretical background and implementation of customized training that was provided to enhance the competence of local teachers.

한국 문화 재교육 프로그램에 대한 태국 중·고등학교 한국어 교사의 요구 분석

공펭 소파(KHONGPHENG SOPHA) 한국문화융합학회 2020 문화와 융합 Vol.42 No.10

본고는 태국 중·고등학교 한국어 교사 교육 현황을 검토하고 교사들이 한국에서 이수한 교사 양성과정과 태국 내 한국어 교사 연수 프로그램에 대한 만족도를 분석하였다. 이를 바탕으로 한국어 교사 문화 재교육이 개발되었을 때 필요로 하는 교육 시간, 교육 방식, 교육 내용에 대한 요구 조사를 실시하였다. 설문 조사는 태국 중·고등학교 한국어 교사 20명을 대상으로 이루어졌고, 온라인 설문 프로그램 ‘Google Docs’를 활용하였다. 설문지는 기초 정보, 교사 교육 프로그램의 만족도, 교사 문화 재교육 프로그램에 대한 요구를 중심으로 크게 세 영역으로 구성되었다. 교사의 요구 조사 결과, 태국 중·고등학교 교사들이 선호하는 문화교육에 대한 주제는 일상생활 문화, 대중문화, 예절 문화가 가장 높은 것으로 나타났다. This article reviews the status of Korean language teacher education in middle and high schools in Thailand. Further, it analyzes the satisfaction with teachers’ training courses in Korea and Korean language teacher training programs in Thailand. Thus, to develop the cultural re-education of Korean language teachers, a demand survey on the preferred training time, method, and educational content was conducted. The demand survey was emailed to 20 Korean teachers at middle and high schools in Thailand using “Google Docs”. When elaborating the content of the needs survey, the analysis was divided into three areas: basic information, satisfaction with the teacher education program, and demand for the teacher culture reeducation program. The results showed that Thai middle and high school teachers prefer the cultural topics of daily life culture, popular culture, and etiquette culture.