중고등학교 영어교사들의 영어교육정책에 대한 인식 비교 연구

• 영문명: Different voices of Korean middle and high school teachers of English on English education policies.
• 발행기관: 한국영어교과교육학회
• 저자명: 이효신(Lee, Hyoshin) 전지현(Jeon, Jihyeon)
• 간행물 정보: 『영어교과교육』영어교과교육 17권 4호, 145~164쪽, 전체 20쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.12.30

영문 초록

This study aims to investigate whether the English language education policies are properly linked to the national curriculum to improve Koreans’ English communication ability. One thousand and thirty nine English teachers in Daegu responded to online surveys about their expectation (assessed in 2010) and their evaluation (assessed in 2016) of the success of the policies after 6 years of implementation of the 7 major policies. Middle school teachers felt more positive than high school teachers about the overall effects of the policies. In all of the seven policies, there was a difference between middle and high school teachers in 2010. In 2016, however, there were no differences found for policies on NEAT, TEE and native speakers, while there were differences found between the middle and high school teachers for policies on English conversation classes, level differentiated classes, intensive teacher training, and classrooms for English classes. In-depth interviews indicate that the perceptual differences are likely attributed to differences in the curriculum itself and educational conditions. English education policies are suggested reflecting the context of middle schools and high schools.

목차

Ⅰ. 서론

Ⅱ. 연구의 배경

Ⅲ. 연구방법

Ⅳ. 연구 결과 및 논의

Ⅴ. 논의

VI. 결론 및 제언

키워드

English education policy education policy implementation teacher perception 영어교육정책 교육정책실행 교사 인식