중등학교의 필요에 부응하는 영어교사교육과 교육정책에 대한 요구

김성애 ( Sung Ae Kim ) 부산대학교 과학교육연구소 2008 교사교육연구 Vol.47 No.3

본 연구의 목적은 중등학교 현장의 필요에 부응하는 영어교사교육과 교육정책 수립의 필요성을 강조하기 위한 것이다. 연구 목적을 위하여 146명의 중등교사(중학교 교사 53명과 고등학교 교사 93명)를 대상으로 설문조사를 실시하였으며, 설문조사 결과는 교사들 자신, 학생 및 학교, 그리고 교사교육 프로그램과 영어로만 하는 영어수업 정책으로 나누어 그에 대한 중등교사들의 의견에 대해서 분석하였다. 중등영어교육의 개선을 위해서 무엇이 필요한지에 대한 보다 상세한 정보를 얻기 위하여 본 연구에서는 또한 설문 조사에 참여한 교사들 중 20명의 교사들로 하여금 학교 현장의 문제점에 대해 자유롭게 글로 기술하게 하였으며, 그 결과는 교사 자신, 학생 및 학교, 제도 및 정책에 기인하는 문 제들로 분류하여 기술하였다. 연구 결과를 바탕으로 내린 결론은 우리나라 중등학교 영어교육의 실 질적인 개선을 위해서는 현재의 영어교사교육제도 및 교육정책이 학교 현장의 필요에 부응하도록 바 뀌는 것이 우선되어야 한다는 것이다. 이를 위한 몇 가지 제언을 기술하였다. This study is to call for a change in the English teacher education and policy to meet the needs in the secondary schools. In order to investigate the problems in the secondary school English education, the study used two means of data collection: a questionnaire survey and a written description of the problems, The participants were 146 secondary school (53 middle school and 93 high school) English teachers, The survey results were analyzed for the teachers` opinions about themselves, their students/school, the pre-service/in-service teacher education programs and the English-only policy. The written descriptions were analyzed for the teachers`` perceived problems in their schools as well as the current educational system/policy, which were described in three categories: teacher problems, student/school problems and system/policy problems. Based on the results, the study concludes that many of the problems that exist in our secondary school English education result from the teacher education and policy that are not sensitive enough to the needs in the schools and in order to bring about any real improvement in it a change in the current English teacher education and policy must be preceded.

A Comparison of the Texts Used in the Secondary School English Tests

김성애 현대영어교육학회 2011 현대영어교육 Vol.12 No.4

The purpose of this study is to investigate the similarities and/or differences of the secondary school English tests in their ways of using the texts. For that purpose the study analyzed 30 middle school and 30 high school English tests, focusing on the number and types of the texts used and the kinds and proportion of the knowledge measured with the texts. In order to see the similarities and/or differences between the middle school and high school tests and among the tests for the same grade and for different grades the study compared the tests administered in different middle schools and high schools and the tests for different grades and for the same grade in each school level. According to the result of the study, there were both similarities and differences among the tests for different school levels and for different grades in their ways of using the texts. However, despite the common features found in the tests for the same grade, there was also a wide variation among the tests administered in different schools. Based on the result, the study concludes that due to the lack of the established criteria and thus the teachers’ arbitrary use of the texts in constructing the tests, the secondary school English tests fail to maintain full consistency and are not considered effective enough for the development of the target language ability in the students.

일제 강점기 동안의 우리나라 영어교육 - 공립 중등학교를 중심으로

오준일(Oh, Jun-Il) 동북아시아문화학회 2020 동북아 문화연구 Vol.1 No.63

English teaching in Korea during the Japanese colonial period has often been described as the victim of a dark age. Most previous studies on the topic tended to cover diverse aspects of English teaching in Korea at different school levels and in different contexts, thus making it impossible to characterize the nature of English teaching at public schools. In an attempt to better understand the nature of English teaching in Korea during the Japanese colonial period, this study focused on English teaching at Korean public secondary schools during the period. First, the study looked at weekly instructional hours as dictated by four educational edicts to evaluate the commonly made claim that English teaching in Korea experienced a dark age throughout the Japanese colonial period. In addition, the study examined why the grammar-translation method was the most commonly adopted approach to teaching English at public secondary schools. An analysis of the four educational edicts showed that there were substantial differences in the number of instructional hours across different periods of Japanese colonial rule. Thus, characterizing the entire colonial period as a dark age of English teaching seemed to lack validity. In addition, considerations of various contextual factors suggested that the adoption of the grammar-translation when teaching English at Korean public secondary schools during the Japanese colonial period was a forced choice, not a choice mandated by any political entity. Big class size, Japanese teachers’ inadequate English proficiency, high-stakes English examinations, and other factors seemed to be responsible for widespread use of the grammar-translation method.

중등영어교사 임용시험 출제 경향 분석: 2015~2019학년도 영어교육 문항을 중심으로

임정완 한국영어어문교육학회 2019 영어어문교육 Vol.25 No.2

The purpose of this study is to examine the test items from the written component of the secondary school English teacher recruitment exam. Focused on the school years from 2015 to 2019, the analysis is based on a collection of 108 test items. A frequency count was conducted to determine the different question types and the representation of each field and the sub-fields of English education. The results of the study are as follows. First, out of all fields, the largest number of items was based on English education followed by English linguistics, general English and English literature. Second, the sub-fields of English education were not evenly distributed, and the most significant part was about teaching methodology and four skills of teaching English. And the least was about curriculum and teaching materials and ICT teaching method for English education. Third, the test items regarding English education had higher test authenticity and interactiveness than construct validity. Based on these results of the study, some pedagogical implications and suggestions are provided.

Korean Secondary School English Teachers’ Perceptions on Core Competencies for the 2015 English Curriculum Implementation

Yoonhee Kim 한국외국어교육학회 2017 Foreign languages education Vol.24 No.3

This study investigates the core competencies required of Korean secondary-school English teachers and how they perceive these competencies in terms of importance, applicability, and teachers’ competency level ahead of implementing the 2015 revised national English curriculum in secondary schools. After the literature research, interviews, and expert review processes, five core competencies were extracted: curriculum and content reorganization competency; learner-centered teaching competency; innovative assessment competency; multicultural (intercultural) education competency; and information literacy and ICT use. From the results of a survey administered to 93 secondary school English teachers, it was found that the perceived competency level was lower than required, but it was higher than applicability. Overall, teachers felt insecure about how to apply the required competencies to their lessons. There was also a difference between middle school teachers and high school teachers in the self-rating results. These results provide implications for teacher preparation and the direction of teacher education toward the successful implementation of the 2015 revised curriculum.

중등 예비 영어교사들의 교생일지에 나타난 성찰적 교수과정 양상 및 지도교사 조언 분석

마지현 ( Ma Jee Hyun ),조영아 ( Cho Young Ah ) 글로벌영어교육학회(구 호남영어교육학회) 2021 Studies in English education Vol.26 No.1

The current study examines pre-service English teachers’ reflective journals over the 4-week period of teaching practicum in one Korean middle school and one Korean high school. A total of twenty-one Korean college students majoring in English education completed their reflective journal on “class observation” and “impressions and plans for tomorrow” during the period. Their “mentor teachers’ comments and advice” were also included the journals. All the journal writings were constructed as text corpus and then analyzed through the Antconc programme by stages: introduction (1st week), development (2nd & 3rd weeks), and closing (4th week). As for class observation, the middle and the high school pre-service teachers initially considered lesson planning and classroom atmosphere most important, respectively. In the development stage, classroom observation were thought most importantly for the middle school pre-service teachers and lesson planning for the high school pre-service teachers. In the closing stage, both of the middle and the high school pre-service teachers considered classroom atmosphere as the most crucial factor. Concerning the impressions and plans for tomorrow, both of the middle and the high school pre-service teachers reported that figuring out students and their emotions would be important in the introduction and the closing stages. However, in the development stage, the high school pre-service teachers counted lesson planning as the most important factor. As for the mentor teachers’ comments and advice, both middle and high school mentor teachers regarded lesson planning as important in the introduction stage, and they tried to provide encouragement and help to the pre-service teachers at the closing stage. In the development stage, evaluation for teaching rehearsal and lesson planning were most frequently mentioned from the middle and the high school mentor teachers respectively.

과정 중심 평가에 대한 중·고등학교 교사들의 인식 조사

김해동,김성혜,황종배 한국영어학회 2019 영어학 Vol.19 No.3

The present study explores the perceptions of secondary school English teachers about the assessment in English teaching classrooms, focusing on the process-oriented assessment. 15 middle and high school English teachers were asked to complete a questionnaire and participate in a short in-depth interview. The questionnaire was designed to collect the teachers’ opinions about the status and problems of English assessment in the classroom, including performance tests and process-oriented assessment in English teaching classrooms. The questionnaire and the interview also tried to seek efficient ways to perform the process-oriented assessment. The results of the survey show that most of the secondary English teachers in Korea have used performance assessment and even the process-oriented assessment. However, many English teachers responded that, first of all, their workload should be reduced for the process-oriented assessment to be appropriately implemented in the classroom. The overall results indicate that more attention should be paid in implementing process-oriented assessment in the Korean EFL context.

개정된 중등영어 임용시험의 출제 경향성 분석

이혜진(HyeJin Lee) 학습자중심교과교육학회 2017 학습자중심교과교육연구 Vol.17 No.16

2014학년도를 기점으로 중등교사 임용시험 제도가 크게 개편되었다. 문항 유형은 선택형에서 서답형으로 문항 형식이 바뀌었고, 시험 전형 절차는 3단계에서 2단계로 간소화되었다. 영어과 중등임용시험의 경우 영어교육학, 영어학, 일반영어, 영문학 총 4개 영역이 영어교사의 전문성을 측정하기 위해 문제로 출제된다. 이 4대 평가 영역 중 영문학 영역과 관련된 문제가 지속적으로 제기되고 있고 이에 따라 본고는 2014학년도 개정 이후부터 2017학년도까지 시행된 임용시험의 문항을 분석하였다. 최근 4년간 실시된 임용시험의 출제 경향을 분석하기 위해서 한국교육과정평가원(2017)의 자료실에 탑재되어있는 기출문제를 수집하였고, 본 연구의 분석 틀로는 한국교육과정평가원(2008)이 제시한 평가 기준을 적용하였다. 지난 4년간 임용시험에 출제된 4대 평가 영역의 출제 동향을 살펴본 다음 영문학 문항만 추출하여 영미시, 소설, 드라마 및 희곡, 수필의 4가지 장르로 구분하였다. 분석 결과에 의하면 중등영어 임용시험의 4대 평가영역 중 영어교육론이 가장 높은 출제비중을 차지하였고, 영문학은 출제 비중이 가장 낮은 것으로 확인되었다. 또한, 임용시험에 출제된 문학작품의 집필된 배경이 시대적으로 편향된 문제가 출제되어 구인 과소 대표성 문제를 나타내었다. 본고에서 도출된 결과를 바탕으로 임용시험과 국내 영어교육과의 발전 방향에 대해 제언하였다. As of 2014, the Secondary School English Teacher Recruitment Examination (SSTRE) has been revised from multiple-choice types to supply-type ones with the simplification of screening procedures from three-stage to two-stage. With reference to the SSTRE for English teachers, test items are constructed to gauge four domains of English teacher knowledge: English Pedagogy, English Linguistics, English Literature and General English. Among the four domains, there has been a perennial issue in the area of English literature and thus, this study conducts a trend analysis of the revised SSTRE administered from 2014 to 2017 academic years. After analyzing the distribution of marks among the four domains mentioned above, test items assessing English literature are extracted and divided up into four genres: English poetry, novel, drama/play, and essay. The analysis results indicate that over the four-year period, test items pertaining to English literature account for the lowest average percentage of the four domains with the issue of the construct under-representation. Based on the analysis results derived from this study, implications for the SSTRE and English education departments in Korea are discussed.

중·고등학교 영어교육 평가에 대한 교사, 학생, 학부모의 인식 조사: 과정 중심 평가를 중심으로

황종배,김성혜,김해동 한국영어학회 2019 영어학 Vol.19 No.4

The present study explores the perceptions of secondary school English teachers, students, and parents about the process-oriented assessment in English teaching classrooms. Three hundred seventy five middle and high school teachers, 5,438 middle and high school students and 1,937 parents participated in the survey, which was designed to collect the participants’ opinions about the reality and problems of implementing the process-oriented assessment in English teaching classrooms. The survey also tries to seek efficient ways to perform the new method of assessment. The results of the survey show that high percentages of English teachers are using the process-oriented assessment in their English teaching classrooms. In addition, it should be first noted that the English teachers strongly insist that their workload be reduced for the process-oriented assessment to be appropriately implemented in the classroom. On the other hand, most of the students in the secondary schools in Korea are satisfied with the assessment in the English classrooms, and the parents prefer performance assessment over paper and pencil tests. The overall results indicate that careful attention should be paid for the efficient implementation of process-oriented assessment in the middle and high school classrooms of Korea.

English Education Training and Practice in Secondary Schools During and Post-COVID-19 Pandemic in Hong Kong

Noble Lo,Bryan To 한국ESP학회 2022 ESP REVIEW Vol.4 No.2

Recent empirical evidence (see Anderson, Bousselot, Katz-Buoincontro, & Todd, 2021; Donitsa-Schmidt & Ramot, 2020; Ellis, Steadman, & Mao, 2020; Kim, Leary, & Asbury, 2021; Murphy, 2020) suggests that coronavirus disease 2019 (COVID-19) may have far-reaching effects on teacher development outcomes, including role shaping, pedagogy, and goal-setting. Its disruptive effects are likely to redefine the priorities of continuing professional development (CPD) in the educational sector and reconstruct educators’ identity and roles in future English language educational systems. Accordingly, in this study, we aim to assess the factors shaping identity formation among secondary school teachers in Hong Kong to determine the influence of CPD and systemic needs on teacher role perceptions and goal-setting of teaching English as a foreign language (EFL) and English for general academic purposes (EGAP) during and post- COVID-19 pandemic. A mixed-method approach was applied for the collection of quantitative and qualitative data from a sample of Hong Kong in English language education in secondary schools. It is found that COVID-19 has disrupted the Hong Kong education system because of the abrupt and unprecedented transitioning from conventional teaching to digitalised teaching. School administrators are recommended to address the systemic gaps and skill-based deficiencies encountered by educators during COVID-19, and post-pandemic CPD should include information and communications technology (ICT) related solutions.