Early Childhood Foreign Language Teacher Knowledge: A Case of Korean Teachers of English = 어린이 영어교사의 지식 측정 도구 개발 연구: 어린이 영어교사 (K-2)를 중심으로

국문 초록 (Abstract)

본 연구는 문헌연구 (언어교육, 유아교육, 교사지식)를 통해 만들어진 어린이 영어교사 지식 측정도구의 타당성과 신뢰도를 측정하기 위하여 어린이영어교사 336명을 대상으로 설문을 하였다. 새롭게 만들어진 이 도구의 타당성과 신뢰도를 검정하기 위해 탐색적 요인분석을 통해 분석한 결과 6개 요인으로 산출된 것이 가장 최적화된 데이터 분석이었다. 6개 요인은 교수지식과 교사언어인식, 제1언어습득에 대한 지식, 언어학적 지식, 상황적지식, 언어유희, 그리고 제2언어습득에 대한 지식으로 나타났다. 내적신뢰도는 크롬바크알파 .78-.92로 상당히 높은 신뢰도를 나타냈다.

다국어 초록 (Multilingual Abstract)

The purpose of this study was to identify the domains of Early Childhood English Teacher Knowledge (ECETK) by validating a questionnaire developed following an in-depth theoretical and research literature review in the fields of teacher knowledge, language, and early childhood education. The research questions posed in this study were: What factor constructs underlie ECETK, and what is the reliability of the identified factors? The ECETK questionnaire was administered to 336 pre-service and in-service early childhood language teachers in Korea. The results of an exploratory factor analysis yielded a theoretically-sound six-factor solution that optimally described the data. The six factors found to underlie ECETK included General Pedagogical Content Knowledge and Teacher Language Awareness, Knowledge of First Language Acquisition, Linguistic Knowledge, Knowledge of Context, Language Play, and Knowledge of Second Language Acquisition. The internal consistency reliability of the identified factors as computed by Cronbach’s alpha was found to be high enough.

목차 (Table of Contents)

• Ⅰ. Introduction Ⅱ. Method Ⅲ. Results Ⅳ. Discussion and Conclusion

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