중등 영어교사의 자질과 수업실행에 관한 인식 연구

Abstract

This survey study examined how secondary English teachers perceived their teaching qualification and teaching practice. Fifty six teachers participated in the study in which 36 teachers and 20 counterparts were classified into the experienced and the less experienced teachers respectively. While the major data collection instrument was questionnaire, it was supplemented by email correspondence and interviews. The participants generally evaluated their communicative proficiency positively. While they also evaluated their teaching ability of speaking, listening, reading, writing, grammar, and vocabulary positively, they perceived speaking and writing more difficult than the others. In their teaching practice, the teachers showed confidence in conducting a level-differentiated class and using various teaching methods and activities. Overall, there were few differences in the teachers' qualification and teaching practice between the experienced and the less experienced teachers. The study also probed, through the open-ended questions, what elements the teachers considered essential in their teaching, how they evaluated their teaching, what difficulties they encountered and in what ways they tried to overcome them. The paper concluded with pedagogic implications.