영어교과 교육과정평가에 대한 중등학교 영어교사들의 인식

• 발행기관: 한국영어어문교육학회
• 저자명: 이병천(Lee, Byeong-Cheon) 김희경(Kim, HeeKyoung)
• 간행물 정보: 『영어어문교육』영어어문교육 제24권 제4호, 127~147쪽, 전체 21쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2018.12.31

영문 초록

School-based curriculum evaluation has been one of the core issues in curriculum planning, implementation, outcome, and feedback of the holistic curriculum process to next curriculum planning stage. In line with the significance of the curriculum evaluation, the research in the field of subject specific curriculum evaluation should be conducted for English teachers to customize their unique curriculum evaluation. Under this situation, this study has attempted to explore the secondary school English teachers’ perceptions on the significance degree of curriculum evaluation criteria, drawing implications for setting curriculum evaluation criteria. To achieve this purpose, the order of the criteria was analyzed by using Likert scale, and analysis of variance, and Scheffė post-hoc test were employed. The analysis revealed that, first, the curriculum evaluation criteria and components should be selected by reflecting subject teachers’ perceptions when applying it into school-level curriculum evaluation. Second, certain evaluation criteria was perceived more significant in a specific school level or school scale, suggesting that the curriculum evaluation criteria needs to be differentiated by each variable such as school-level or school-scale. A couple of suggestions were made for further research in this area such as an introduction of various research methodologies, and ways of developing and strengthening curriculum evaluation autonomy.

목차

I. 서론

II. 이론적 배경

III. 연구의 실제

IV. 분석 결과

V. 논의 및 시사점

키워드

School-level Curriculum Evaluation English Curriculum Evaluation Post-hoc Test English Teachers’ Perceptions 교육과정평가 영어 교과 교육과정 평가 사후 검증 영어 교사 인식