비원어민 한국어교원 교육의 과제와 방향 - 중국의 ‘한어국제교육’과 비교를 중심으로 - (The Direction and Task of Non-native Korean Teacher Education: Comparing to International Chinese Language Education)

서지정보

· 발행기관 : 이중언어학회
· 수록지 정보 : 이중언어학 / 59호 / 1 ~ 22페이지
· 저자명 : 김가람

초록

Kim garam. 2015. 6. 30. The Direction and Task of Non-native Korean Teacher Education: Comparing to International Chinese Language Education. Bilingual Research 59, 1-24. The purpose of this study is to explore the case of international Chinese language education for non-native Korean teacher education and seek the applicability to Korean language education. Despite the importance of non-native Korean teachers no further discussions have been made on teacher licenses and curriculums in Korean language education. On the other hand, in the case of international Chinese language education, a variety of scholarships and employment opportunities have been provided to international students who want to be international Chinese teachers, which is led by the Confucius Academy. In regard to curriculum, it also differentiates international students from domestic students in credits and required courses. By referring to the case of China, attempts also need to be made to cultivate non-native Korean teachers.
This study suggests a direction for non-native Korean teachers to be offered various scholarships and employment at King Sejong Institute in their country. Another possible consideration can be developing a curriculum for non-native Korean teachers which enhance strengths while improving weaknesses.(Seoul National University)

영어초록

Kim garam. 2015. 6. 30. The Direction and Task of Non-native Korean Teacher Education: Comparing to International Chinese Language Education. Bilingual Research 59, 1-24. The purpose of this study is to explore the case of international Chinese language education for non-native Korean teacher education and seek the applicability to Korean language education. Despite the importance of non-native Korean teachers no further discussions have been made on teacher licenses and curriculums in Korean language education. On the other hand, in the case of international Chinese language education, a variety of scholarships and employment opportunities have been provided to international students who want to be international Chinese teachers, which is led by the Confucius Academy. In regard to curriculum, it also differentiates international students from domestic students in credits and required courses. By referring to the case of China, attempts also need to be made to cultivate non-native Korean teachers.
This study suggests a direction for non-native Korean teachers to be offered various scholarships and employment at King Sejong Institute in their country. Another possible consideration can be developing a curriculum for non-native Korean teachers which enhance strengths while improving weaknesses.(Seoul National University)

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