원어민 보조교사 팀티칭 : 현황 및 질적 개선 방안 = Team teaching with EFL teachers : status quo and future directions

다국어 초록 (Multilingual Abstract)

Currently the effectiveness of team teaching of native English teachers and Korean teachers within both public educational institutions and private educational institutions are being analysed. To see what the native English teachers think what is necessary to effectively manage and teach class therefore this study has been conducted. The purpose of this paper is to evaluate the status of the effects of team teaching between the public and private educational institutions and to see what changes could be made in order to improve the quality and management of teaching.
In order to evaluate and find out the current perception on the teaching and learning outcomes, and the current effect of team teaching a survey has been conducted towards a number of native English teachers, Korean teachers and a number of 6 Grade students respectively.
Results obtained from this study are as follows.
Firstly, the team teaching of native English teachers was the preferred form of teaching. These partners assist in class learning greatly.
Secondly, a lack of consultation between the two teachers prior to teaching resulted in ineffective teaching. The mutual preparation of the two teachers for team teaching is very important for the high quality, effective teaching.
Thirdly, because of overcrowded classes are difficult to control and because classes tended to only benefit the more English capable students, the other less English capable students were reluctant to speak.
Fourthly, the use of native English teachers has helped the students pronunciation and listening skills. The students in a private institution were reduced of fear of foreigners and the degree of rejection was reduced. The students generally wanted a more increased of teaching hours from native english teachers.
Fifthly, students in private institutions generally had a brighter learning attitude and the learning progress was generally higher . Because how private institutions develop their own materials and textbooks, students took more interest in the learning.
Sixthly, the Korean teachers thought that the native English teachers were inadequate in the proficiency of teaching English. The students felt difficulty communicating with the native English teachers. Consequently the English native teachers were not provided with the information and knowledge of school activities and events,
Seventhly, the Korean teachers think the quality of the native English teachers in the public educational institutions are not enough while the quality of the native English teachers in the private educational institutions are positive and have more technical knowledge.
Eighthly, because of the current working environment and cultural difference the native English teachers feel more and more difficult in adopting Korea's way of living and meeting the demands of Korea's English educational standards. The lack of awareness of the current situation of the English education in Korea as well as conflicts with Korean teachers because of the poor salary, plus lack of school facilities, and the difference of educational goals and language consequently furthermore makes the native English teachers difficult to cope in Korea.
The management of native English teachers are generally well conducted. However, after the native english teachers take part in the first orientation when starting in Korea, they are not regularly well checked upon and are no well managed regularly. Some native English teachers viewed the Korean top-down management system unhelpful in operating schools and had other opinions on how to better manage classes.
Based on the results of the study, the following recommendations will be made.
Firstly, prior to team teaching the consultation time between the two teachers should be increased and the two teachers should enjoy this preparation time. The two teachers together need to actively cooperate with each other and need to produce a clear teaching plan, that will outline the specific procedures on how to maximize the effect of teaching to the class.
Secondly, the government should strive to develop the materials and textbooks of the public education institutions to increase the students interest. Furthermore the class numbers should be reduced and should separate the english capable students from the less capable ones and put the students in class according to their levels.
Thirdly, the students and teachers should try to foster the communication between each other and both teachers need to open up a honest communication with each other to accumulate the trust between the two. They should have a sufficient understanding and explanation for books and learning materials, and they should not spend too much time on filling out documents, that are non-related to teaching English.
Fourthly, the public education institutions need to search and employ native teachers that are willing to adjust to a new unfamiliar environment, accept a different culture, have a understanding of the educational and cultural prejudice, and have the professionalism and expertise of a English teacher.
Fifthly, the Korean teachers must help out the native English teachers to adjust to the Korean culture, Mentally and emotionally the native English teachers will struggle to the new environment and in order for the native teachers to provide as much effective teaching the Korean teachers must play a major role on encouraging and helping them out.
Sixthly, the public institutions should try to satisfy the effective management and the working environment for the native English teachers. The government must specifically design a training and evaluation system for native English teachers, so that it establishes a good standard of English teachers. Therefore bringing in a personnel of administrators to regularly check upon of the standard of the English teachers and how they are coping are required for it to happen. The salary has to be increased for the native English teachers so that it puts more interest for them to come to Korea. Also it should be allowed for them to manage themselves individually and let them use and share their own teaching resources with one and another,
Seventhly, Korean teachers and native English teachers must both get together in some more in-depth educational training program to strengthen and develop the country's standard. Thus it will strengthen the English teaching methods.
Eighthly, the government should be prepared with the preferential treatment to the system of the native English teachers. The competitiveness must be increased so that more well capable native English teachers are able to be recruited. So in this way the native teachers will strive to be at their highest standard as possible.

목차 (Table of Contents)

• 제 1 장 서론 1
• 1.1 연구배경 1
• 1.2 연구의 필요성 2
• 1.3 연구의 목적 4
• 1.4 연구의 내용 및 논문의 구성 5
• 1.5 연구의 제한점 7
• 제 2 장 협동 수업의 이론적 배경 8
• 2.1 협동 수업의 정의 및 필요성 8
• 2.2 협동 수업의 유형 11
• 2.3 협동 수업의 지도 절차 20
• 2.4 협동 수업의 장 • 단점 28
• 2.5 원어민 영어 교사를 활용한 협동수업에서 두 교사의 역할 33
• 2.6 협동 수업에서 고려할 사항 38
• 2.7 선행연구 40
• 제 3 장 원어민 교사를 활용한 협동 수업 44
• 3.1 원어민 교사 현황 44
• 3.2 공교육 기관의 협동 수업 53
• 3.3 사설 교육 기관의 협동 수업 64
• 3.4 원어민 교사를 활용한 협동 수업의 문제점 72
• 제 4 장 연구방법 74
• 4.1 연구 문제 74
• 4.2 연구 기간 및 절차 75
• 4.3 연구 대상 76
• 4.4 연구 도구 77
• 4.5 자료 분석 방법 83
• 제 5 장 연구 결과 해석 및 제언 84
• 5.1 한국인 교사의 원어민 협동 수업에 관한 설문 84
• 5.2 원어민 교사의 협동 수업에 관한 설문 113
• 5.3 학생들이 인식하는 원어민 교사에 대한 인식 125
• 5.3.1 수업 활동에 대한 만족도 실태 125
• 5.3.2 원어민 교사 활용 효과 및 개선 방향 134
• 5.3.3 원어민 교사와의 수업에 대한 생각 141
• 5.4 제언 146
• 제 6 장 결론 152
• 6.1 결론 152
• 참고 문헌 157
• 부록 163
• Abstract 198
• 표 목차 203
• 그림 목차 207