연구논문 : 한국과 미국 초등 예비교사들의 연소에 대한 개념 비교

신애경 ( Ae Kyung Shin ) 한국초등과학교육학회 2014 초등과학교육 Vol.33 No.4

The purposes of this study were to investigate concepts of Korean and American elementary school pre-service teachers on combustion, and to compare the concepts of Korean pre-service teachers with those of American pre-service teachers. For this study, concept test on combustion was administered to 23 Korean and 18 American elementary school pre-service teachers. The test composed of 6 items: ‘Definition of combustion’, ‘The reason why a candle in a glass bottle is blown out when the bottle was closed’, ‘The change of gases in the bottle when a candle burns in it’, ‘The combustion products of a candle’, ‘The combustion products of steel wool’, and ‘The combustion products of a substance’. The results showed that the rates of elementary school pre-service teachers who had scientific concepts on combustion were very low in both Korean and American pre-service teachers` groups, although they were a little different from items. However the rates of pre-service teachers who had partial concepts and misconceptions on combustion were high in two groups. The levels of Korean elementary school pre-service teachers` concepts were a little higher than those of American elementary school pre-service teachers` concepts. The contents and activities on combustion which are in Korean and American science textbooks seem to affect building up their concepts on combustion.

한,미 초등학교 교육에 대한 학생 인식 분석

김은정 ( Eun Jeong Kim ) 한국통합교육과정학회 2011 통합교육과정연구 Vol.5 No.1

본 연구는 한국과 미국 초등학교 교육을 모두 경험한 학생들이 인식한 두 나라 초등교육의 특성을 비교하는데 목적이 있다. 이를 위하여 미국 초등학교에 6개월~3년간 출석한 후 최근 1년 즉 2010년 3월~2011년 2월 사이에 귀국하여 한국 초등학교에 출석하고 있는 2~6학년 초등학생을 표집하였다. 총 76명의 학생이 응답한 설문 결과를 초등교육 전반적 특성, 교과 특성, 수업 특성 및 통합성, 교사 특성에 대해 분석하였다. 주요 결론은 다음과 같다. 첫째, 초등교육의 전반적 특성 면에서, 학생들은 한국 초등학교 교육이 지적 측면 특히 성적에 치우친 반면, 미국교육은 지적, 정의적, 신체적 측면을 모두 발달시켜 준다고 인식한다. 학생 안전 및 보호, 왕따와 폭력 문제 해결, 약자와 장애인에 대한 배려, 인성 교육적 측면에서 미국 초등학교 교육이 더 좋다고 평가한다. 둘째, 학생들은 초등학교에서 배우는 여러 교과 중 체육을 가장 좋아한다. 한국 초등학교에서는 운동과 신체활동 시간이 미국에 비해 부족하다. 셋째, 학생들은 한국 초등학교 수업은 조작 및 경험, 재미있고 다양한 활동 운동과 신체활동, 개별지도에서 미국 교육에 비해 부족한 반면, 수업시간에 다루는 내용은 더 어렵고 단기간에 많은 내용을 다양하게 가르친다고 인식한다. 과목 통합 및 연계, 다양한 지식연계에서는 양국 간에 차이가 없다. 넷째, 학생들은 한국과 미국 교사는 Y유형의 교사행동 즉 수업 체계화 능력과 상·벌의 공평성이라는 객관적 지식과 능력에서 차이가 없다고 인식한다. 단, 칭찬, 다정함, 격려와 위로 등 X와 Z유형의 인성적 특성에서 미국 교사가 더 좋다고 인식한다. The purpose of this study is to analyze and compare the traits of Korean & American elementary school education though survey to students who experienced elementary school educations of both country. 76 Korean students from 2nd to 7th grade were sampled for the survey who had experienced American elementary school education for 6 months to 3 years and came back to Korea in last March 2010 to Febrary 2011. The results of the survey were analyzed in 4 aspects such as whole characteristics of elementary school education, subject, class and subject integration class, teacher. The drawn conclusions were the following as: First, in term of whole features of elementary school education, Korean education put more weight to intellectual aspect, especially grade than physical, affective aspects. American elementary school education deals with safety and protection of students, outcast, and school violence better than Korean education. Second, the favorite subject of students is P.E in both Korean and American education because of various physical activities. Third, in Korean elementary class, manipulating and experiencing something, doing interesting and various activities, sports and physical activities, individual guidance are dealt with less than in American elementary class. But difficult contents and many volumes of contents in short time are dealt more with in Korean elementary class. There are no difference in the subject integration class between Korean and American elementary class. Finally, Korean and American elementary school teacher made no statistical difference in Y type behavior of the instruction systemization, the fairness in reward and punishment. But American teacher tend more toward X, Z behavior of kindness, compliment, encouragement than Korean teacher.

Teacher’s Stories to Live by: Life Stories of a Korean-American NEST Teaching at a University in Korea

Hong Young Suk 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.1

This study explored how a Korean-American NEST composes her stories to live by in the context of Korean university in which ‘nativeness’ and ‘whiteness’ of English teachers are valued. The stories of a Korean-American NEST were interpreted and understood with narrative inquiry method (Clandinin & Connelly, 2000). As a result of the study, four implications from the participant’s narrative emerged: Firstly, she constructed valuable meanings about being a teacher. Secondly, she did not feel any type of inequality or discrimination as an ESOL teacher of color in the Korean school context. Thirdly, she shaped very positive meanings in ‘being viewed as Korean’ as living in the Korean university context as a NEST. Lastly, she negotiated her NEST identities with cultural characteristics, not with color of face. The study expects positive resonance in all teachers’ minds, thus leading them to think about ‘who I am,’ and ‘who I am becoming.’

Teacher’s Stories to Live by: Life Stories of a Korean-American NEST Teaching at a University in Korea

홍영숙 한국영어어문교육학회 2016 영어어문교육 Vol.22 No.1

This study explored how a Korean-American NEST composes her stories to live by in the context of Korean university in which ‘nativeness’ and ‘whiteness’ of English teachers are valued. The stories of a Korean-American NEST were interpreted and understood with narrative inquiry method (Clandinin & Connelly, 2000). As a result of the study, four implications from the participant’s narrative emerged: Firstly, she constructed valuable meanings about being a teacher. Secondly, she did not feel any type of inequality or discrimination as an ESOL teacher of color in the Korean school context. Thirdly, she shaped very positive meanings in ‘being viewed as Korean’ as living in the Korean university context as a NEST. Lastly, she negotiated her NEST identities with cultural characteristics, not with color of face. The study expects positive resonance in all teachers’ minds, thus leading them to think about ‘who I am,’ and ‘who I am becoming.’

Struggling and Surviving: One Korean Early Childhood Pre-Service Teacher's Learning Experience in the American Teacher Education Program

한민경 한국유아교육학회 2008 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.14 No.1

This study researched the learning experience of one Korean early childhood pre-service teacher as she studied early childhood education in an American teacher education program through the qualitative case study method. Through understanding this process, this study could provide useful insights for the development of pre-service students from different cultures and educate them as well as other pre-service students, in other aspects, such as cross-cultural adjustment inside or outside the classroom. Mindy was mostly concerned about "surviving" in school in America, so the development of her own knowledge about teaching and learning was limited. In her learning experience in the American teacher education program, specifically and most importantly, Mindy struggled with communication in the following contexts: asking and answering questions, giving her opinions and expressing her ideas, managing interpersonal skills in a cooperative learning context, and interacting with teachers. Rather, Mindy believed that trust established with her teacher educators was the most important motivation for her changes in self-awareness and self-confidence influencing her ownership and responsibility of her learning.

한국계 미국인 교수의 영어회화 수업의 장애요인

김양희(Kim Yaung hee),박종원(Park Chong won) 부경대학교 인문사회과학연구소 2014 인문사회과학연구 Vol.15 No.3

본 연구는 대학에서 레포츠과학부를 전공하는 학생들을 대상으로 영어회화를 지도하는데 있어 한국계 미국인 교수가 직면하는 어려운 점들을 탐구하였다. 주된 연구방법으로 질적 사례연구를 적용하였다. 연구 참여자는 한국계 미국인 교수 1명과 영어회화를 수강하는 레포츠과학부 전공 신입생 2명이다. 레포츠과학부를 전공하는 학생들에게 영어회화를 지도할 때 직면하는 어려움에 대하여 원어민 교사의 인식이나 생각을 영어회화를 담당하고 있는 교사와의 심층 면담을 통해 주로 도출하였다. 지지하는 증거 자료를 확보하기 위하여 해당 과목을 수강하고 있는 두 명의 학생에 대한 추가 면담을 실시하였다. 주 자료는 면담을 통해 확보하였고 Nvivo 2를 사용하여 코딩을 하고 분석을 하였다. 영어회화 학생 지도의 어려움에 관하여 사회문화적 (10.5%), 심리적(16.4%), 제도적(35.2.4%), 언어적 요인(37.6%)의 네 가지 상위 범주가 도출되었으며, 연구 참여자들은 이러한 요인들을 영어회화의 주요 장애요인으로 지목하였다. 이러한 요인들 중에서 특히 영어회화를 담당하고 있는 원어민 교수는 언어적 요인의 하부 노드인 단어지식의 부재를 결정적인 요인으로 지목하였다. 연구결과를 토대로 대학에서 레포츠과학부 전공 학생들을 지도하는 원어민 교사나 교재개발자를 위한 제언을 제시하였다. This study explores difficulties of a Korean-American Teacher in language learning and teaching to the university students majoring in physical education taking an English Conversation class. The study followed a qualitative case study approach. Participants were one Korean-American teacher and her two physical education students in a freshman English Conversation class. The primary sources of data were collected from a series of in-depth interviews of the teacher in order to better understand about her perceptions and ideas concerning difficulties when she teaches the English Conversation to the physical education majoring students. After the teacher's interviews, interviews with two students were also conducted to validate the findings from the teacher interviews. These data were coded and analyzed via Nvivo 2. Emerged patterns, which later were developed into themes, are sociocultural, institutional, psychological, and linguistic factors. The participants of this study nominated these factors as obstacles in teaching and learning to speak English. Among these factors, the teacher voices the lack of the ability of word knowledge as one of the most dominating factors. The implications of the findings are provided for the native-speaker teachers teaching physical education students and the textbook developers in a Korean university setting.

한국계-미국인(Korean-American) 대학교 원어민 강사가 살아내는 교사경험이야기 탐구

홍영숙 한국언어연구학회 2015 언어학연구 Vol.20 No.3

This paper examined how a Korean-American NEST produces her stories to live by in the context of a Korean university in which ‘nativeness’ and ‘whiteness’ factors have much values on native English speaking teachers. The teacher stories of a Korean-American NEST were analysed, interpreted and understood under narrative inquiry method (Clandinin & Connelly, 2000). As a result of the study, four implications from her narrative emerged: Firstly, she constructed valuable meanings about being a teacher. Secondly, she did not feel any type of inequality or discrimination as an ESOL teacher of color in the Korean school context. Thirdly, she shaped very positive meanings in ‘being viewed as Korean’ as living in the Korean university context as a NEST. Lastly, she negotiated her NEST identities with cultural characteristics, not with color of face. The study expects positive resonance in all teachers’ minds, thus leading them to think about ‘who I am,’ and ‘who I am becoming’.

해방직후 교원단체의 등장과정과 활동을 통해 본 식민지 교육경험의 지속과 변동

김성학 한국교육사회학회 2004 교육사회학연구 Vol.14 No.2

This research examined the rise and the activities of teacher's organizations in terms of persistence and change of colonial educational experience during the period from 1945 to 1950. It will serve to understand the formative process of the characteristics of present Korean education. Small teachers associations were risen right after liberation. It was possible due to the inertia power of the colonial educational experience of people generating, operating, participating in, and resisting to former teacher's organizations. These were integrated into Korean Teachers Union(朝鮮敎育者協會) in Feb. 1946. It inherited the flow of socialistic movement in order to establish Korean teachers organizations in 1930s. And it meant explicit rise of new teacher's organization which got out of bureaucratic and colonial nature of colonial period but had strong ideological nature. Korean Educational Association(朝鮮敎育聯合會) was established in Nov. 1947 to the purpose of positively eliminating Korean Teachers Union in educational field. The leading groups were educational bureaucrats and principals. And One of them had participated in Japanese teacher's organization in colonial period. Korean Educational Association maintained bureaucratic, colonial, and modern nature of Japanese teacher's organization in colonial period. That was possible by intentional strategy for elimination and selection which was performed in conflicts and competition among groups. 이 연구는 해방직후 교원단체의 등장과정과 활동을 분석해 교원단체라는 제도 수준에서 식민지 교육경험이 어떻게 지속 혹은 변동해 갔는지를 살펴보았다. 이는 오늘날 한국교육계의 특질 형성과정을 이해하는 데 도움을 줄 수 있다. 교원단체를 창출하고, 운영하고, 참여 혹은 저항했던 식민지 교육경험의 관성적 힘에 의해 등장했던 해방직후의 군소 교원단체들은 1946년 2월 조선교육자협회로 통합되었다. 이것은 1930년대의 사회주의적 교원조직 운동의 맥을 이어받으며 해방 이전 조선교육회의 관료성과 식민성을 탈피했으나 이념성이 강한 새로운 교원단체의 전면적 등장을 의미했다.1947년 11월에 창립된 조선교육연합회는 조선교육자협회를 교육계에서 적극적으로 배제하기 위해 출범하였다. 그 주도 세력은 교육관료와 해방 이전 조선교육회 참여자를 포함한 교장급 인사들이었다. 조선교육연합회는 해방 이전 조선교육회의 식민성, 관료성, 근대성을 온존하고 있었다. 그 동인은 집단간 이념 갈등과 경쟁 속에서 이루어진 의도적 배제와 선택 전략이었다.

Rethinking Native English Speaking Teachers: Language Ideologies of Korean American Teachers of English in Korea

이지혜 미래영어영문학회 2017 영어영문학 Vol.22 No.4

This paper examines the intersection of language ideologies and identity that are projected by and ascribed to Native English Speaking Teachers (NESTs) in Korea. Language ideologies, as defined as the interpretative filters of beliefs about or views on the language and its use (Schieffelin, Woolard & Kroskrity, 1998), are (re)constructed based on social contexts. It is in terms of these language ideologies that perspectives on the use of the language and its speakers are rationalized, legitimatized and then naturalized, influencing policies and practices on English education. Using a qualitative method, this case study documents the English language ideologies of two Korean American NESTs. They agree with a dominant discourse of English in the Korean context that communicative competency in general and speaking (or conversational) competency in particular are a necessity in contemporary English education. However, this paper finds that they demonstrate their own contradictive English ideologies about, for example, English pronunciation and indexicality of native speakers of English. This paper confirms that Korean American NESTs constantly negotiate and (re)construct English ideologies based on their social experiences.

Struggling and Surviving: One Korean Early Childhood Pre-Service Teacher‘s Learning Experience in the American Teacher Education Program

Min Kyung Han 한국유아교육학회 2008 INTERNATIONAL JOURNAL OF EARLY CHILDHOOD EDUCATION Vol.14 No.1