한국어 교육실습의 실태 분석 : 진주교육대학교 교육대학원 한국어교육 전공의 교육실습을 중심으로

국문 초록 (Abstract)

본 연구는 진주교육대학교 교육대학원 한국어교육 전공의 교육실습을 중심
으로 한국어 교육실습의 실태를 분석하는 것을 목적으로 하고 있다.
이를 위해 교육대학원 한국어 교육실습생의 실습 전․후와 실습 대상인 외
국인 학습자의 실습 받은 후의 인식변화를 묻는 설문, 면담, 관찰을 통하여 기
술하였다. 아울러 같은 대학의 평생교육원에서 진행하는 비학위 한국어교원 양
성과정 교육실습생의 설문 조사와 관찰 기술도 보완적으로 살펴보았으며 그
결과는 다음과 같다.
첫째, 한국어 교육실습생에 대해 실습기관과 학습자들은 교육실습 전․후 대
체로 호의적으로 대해 주었다. 교육실습 방법으로는 강의실습, 모의수업, 강의
참관 등의 형태로 이루어졌으며 모든 교육실습 방법을 거쳤음을 알 수 있었다.교육실습생은 교육내용의 설계 기준으로 해당 수업내용의 이해를 중요하게 생
각했다. 교수법에 대한 이해 부족과 학습자와 의사소통이 원활하지 않은 부분
들을 힘들어하는 것으로 분석되었다.
둘째, 한국어 교육실습 기관과 한국어 지도교사의 협력과 호의에 따라 한국
어 교육실습이 영향받는 것을 알 수 있었고, 한국어 지도교사의 역할이 크므로
전문성 제고가 필요한 것으로 나타났다.
셋째, 교육실습생들은 이수한 교육과정을 통해 전문성 신장에 긍정적인 인식
을 하는 것으로 나타났다.
넷째, 비학위 과정의 한국어교원 양성과정 교육실습생들의 교육실습에 대한
인식과 실태도 교육대학원 한국어 교육실습생과 큰 차이를 보이지 않았다.
다섯째, 한국어 학습자들은 교육실습생의 수업에 대해 긍정적으로 생각하고,
의사소통과 한국어 학습뿐 아니라 흥미와 태도 또한 긍정적으로 향상된 것으
로 분석되었다.
한국어교원이 학습자의 언어를 조금 배우거나 영어를 적절히 활용한다면 학
습자와의 원활한 의사소통과 이해에 도움이 될 것이다. 해외실습이나 방학 중
실습 또는 봉사활동을 이용한 수업실습 방안을 제안하였다.
본 연구의 대상이 된 진주교육대학 교육대학원 한국어교육 전공의 교육과정
과 교육실습은 한국어교원 양성과정의 형태에 따라 교육과정과 교육실습에 차
이가 있다. 그러나 석사학위 과정 이외에 학사학위 과정, 비학위 한국어교원
양성과정 등의 교육실습 개선에 참고가 될 수 있을 것이다.
중심어: 한국어 교육실습, 한국어교육 전공, 한국어교원 양성과정, 사회통합
프로그램(KIIP)

목차 (Table of Contents)

• 국문초록 ······················································································································ i
• Ⅰ. 서 론 ····················································································································· 1
• 1. 연구의 필요성 및 목적··················································································· 1
• 2. 선행연구 검토 ··································································································· 2
• Ⅱ. 이론적 배경········································································································· 5
• 1. 한국어교원 양성······························································································· 5
• 2. 진주교육대학 교육대학원 한국어교육 전공··············································· 9
• 3. 사회통합 프로그램(KIIP) ·············································································12
• Ⅲ. 연구 방법 ·············································································································15
• 1. 연구 대상 ·········································································································15
• 2. 연구 기간 ·········································································································19
• 3. 자료 수집과 연구 방법···················································································20
• Ⅳ. 연구 결과 ·············································································································25
• 1. 대학원 교육실습생의 교육실습 전·후 인식 비교·····································25
• 2. 비학위 한국어교원 양성과정 교육실습생의 교육실습 후의 인식········· 47
• 3. 교육실습 후 학습자의 인식 및 한국어 향상도 분석·······························59
• 4. 교육실습 관찰 기록 ·························································································67
• V. 결론 ························································································································81
• 참고 문헌····················································································································85
• Abstract ····················································································································88
• 부록차례 ······················································································································91
• · 교수ㆍ학습 과정안······················································································92
• · 한국어 교육실습에 관한 설문지(한국어 교육실습생용) ····················· 101
• · 한국어 교육실습에 관한 설문지(학습자용) ···········································110
• · 한국어 향상도 설문지(학습자용) ·····························································113
• · 학습자의 쓰기 자료 ··················································································116