원어민 보조교사 활용의 효용성 분석 : 강원도내 중학교를 중심으로 = An Analysis on the Effectiveness of Native Teachers in the EPIK Project

다국어 초록 (Multilingual Abstract)

Abstract

At the height of the information age, English, an official language in an international society, has been more emphasized than ever. The Korean government has implemented and promoted a native English assistant teacher program, as part of an effort to strengthen the English education policy. This program has become a huge national project, as its annual budget amounts to 4 billion won and with over two thousand teachers enrolled in the program. This study aims to examine how a native English assistant teacher program is put into practice to accomplish its original goals.
The classroom system into which native English assistant teachers are integrated consists of 'three parties' including 'students', 'a native English assistant teacher' and 'a co-teacher'. In this study each of 'three parties' has an interview personally with a researcher and the interview data is examined and analyzed comprehensively to draw a conclusion.
Questionnaires were sent to the interviewees in advance so that they could review the questionnaires carefully. Then they got together and were interviewed to hear their free opinions on the scheduled date. This revealed that the current native English assistant teacher program has several problems.
First, native English assistant teachers and co-teachers had some difficulties in conducting class due to poor administrative support system; Native English assistant teachers gave lessons to students with poor teaching abilities. They had difficulties in adapting themselves to a class environment because of a poor preliminary teaching education. Co-teachers suffered from an increased work load, as they virtually played an assistant role in administrative support system. It is presumed that most of these problems are to be addressed at the administrative level.
In addition, a model of a cooperative class had to be developed urgently due to the different views of native English teachers and co-teachers on the content and style of teaching.
Due to the limited appeal of Gangwon province as a destination, a large gap exists between supply & demand of native English assistant teacher, which the Gangwon Office of Education struggles to fill. However, this matter should not be left unsettled. Thus, this study makes several suggestions to address these problems within the existing native English assistant teacher program. If a preliminary teacher education program is hard to offer under current conditions, even a post-teacher education program must be carried out to improve teachers' adaptability to class environment. If the number of teachers who completed the teacher training course is not large enough to fill the quota, posting teachers at schools even while being taught teaching methods needs to be considered. An administrative department in charge of managing native English assistant teachers must be systematically established in the office of Education. Reducing co-teachers' work load and offering them incentives needs to be considered.
There is no doubt that in the globalized information age a native English assistant teacher program is one of the greatest national projects, and one that needs further promotion. The authorities concerned should make every effort to address these pending issues.

목차 (Table of Contents)

• 차 례
• Ⅰ. 서 론 1
• 1. 연구의 필요성과 목적 1
• 2. 연구 문제 2
• 3. 용어의 정의 3
• 4. 연구의 제한점 4
• Ⅱ. 이론적 배경 5
• 1. 제7차 교육과정과 영어교육 정책 5
• 2. 원어민 보조교사 제도 6
• 3. 협력교사의 역할 13
• 4. 선행 연구 15
• III. 연구 방법 20
• 1. 연구 대상 20
• 2. 연구 절차 23
• 3. 면담 자료 구성 및 처리 24
• IV. 결과 분석 27
• 1. 학생 면담 분석 27
• 2. 원어민 보조교사 면담 분석 31
• 3. 협력교사 면담 분석 37
• 4. 종합적 논의 42
• Ⅴ. 결 론 44
• 1. 요약 및 결론 44
• 2. 제언 45
• 참고 문헌 47
• 영문 초록 49
• 부록 52
• 표 차 례
• <표 1> 제7차 교육과정 중 국민공통 기본교과로서의 영어과 목표 5
• <표 2> 원어민 보조교사의 고용등급별 자격 기준 및 보수 기준 9
• <표 3> A중 3학년의 10월 중 모의 학력고사 결과 21
• <표 4> 3년간 경험한 원어민 보조교사의 개별적 사항 22
• <표 5> 원어민 보조교사의 개별적 사항 22
• <표 6> 협력교사의 개별적 사항 23
• <표 7> 질의영역별 세부 항목 25
• <표 8> 학생들의 질의영역별 의견 29
• <표 9> 원어민 보조교사를 대상으로 한 질문지 31
• <표 10> 원어민 보조교사들의 질의영역별 의견 34
• <표 11> 원어민 보조교사의 근무 경력 35
• <표 12> 협력교사 지망 동기 37
• <표 13> 협력교사들의 질의영역별 의견 41
• <표 14> 네 가지 문제와 3자별 의견 정리 43
• 그 림 차 례
• [그림 1] 영어수업 현장의 3자 관계 2
• [그림 2] 직접 면담의 단계별 실행 과정 24