예비교사들의 신념에 기초한 국제어로서 영어의 관점에 대한 초등 교사들의 수용가능성 전망 (Positing elementary school teachers’ receptiveness of the perspective of English as a global language based on pre-service teachers’ beliefs.)

서지정보

· 발행기관 : 한국초등영어교육학회
· 수록지 정보 : 초등영어교육 / 25권 / 2호 / 53 ~ 80페이지
· 저자명 : 고경희

초록

The purpose of this study is to posit elementary school teachers’ receptiveness of the perspective of English as a global language, based on pre-service teachers’ beliefs on how the perspective will influence their in-service teaching practices.
97 pre-service teachers’ written responses were analyzed for recurring themes.
The results showed that 93% of the respondents viewed that the notion would influence positively the teacher, students, and teaching techniques. These pre-service teachers’ beliefs point to facilitation of more constructive teacher development, confident and motivated teacher performance, active student participation in more fun and engaging activities, and increased student confidence and communicative abilities in English. These future teachers’ beliefs seem to imply promising prospects of teacher receptiveness of the perspective and thus the educational policy of teaching English as a global language. The results of the study suggest that vigorous teacher education of the decade old but little acknowledged educational policy would prompt its firm positioning in the school environment and its translation into classroom practice.

영어초록

The purpose of this study is to posit elementary school teachers’ receptiveness of the perspective of English as a global language, based on pre-service teachers’ beliefs on how the perspective will influence their in-service teaching practices.
97 pre-service teachers’ written responses were analyzed for recurring themes.
The results showed that 93% of the respondents viewed that the notion would influence positively the teacher, students, and teaching techniques. These pre-service teachers’ beliefs point to facilitation of more constructive teacher development, confident and motivated teacher performance, active student participation in more fun and engaging activities, and increased student confidence and communicative abilities in English. These future teachers’ beliefs seem to imply promising prospects of teacher receptiveness of the perspective and thus the educational policy of teaching English as a global language. The results of the study suggest that vigorous teacher education of the decade old but little acknowledged educational policy would prompt its firm positioning in the school environment and its translation into classroom practice.

참고자료

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