한국보육지원학회지 (Korean Journal of Childcare and Education)

  • 제9권5호
  • /
  • Pages.181-200
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  • 2013
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  • 1738-9496(pISSN)
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  • 2508-4208(eISSN)
한국보육지원학회 (Korean Association of ChildCare & Educatioin)
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내용기반 교수법을 근거로 예비 유아교사 교육을 실시한 교수자의 어려움

Understanding Instructor's Challenges of Content Based Instruction : For Pre-service Teachers in Early Childhood Education

  • 투고 : 2013.06.16
  • 심사 : 2013.10.17
  • 발행 : 2013.10.31
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초록

본 연구의 목적은 유아교육을 전공하는 학생들에게 영어로 유아수학교육 수업을 제공하는 과정에서 단계별로 교수자가 구성한 어려움과 의미를 알아보는 것이었다. 내러티브 탐색법을 활용하여 질적 연구를 실행하였으며, 관찰, 인터뷰, 학생들이 작성한 반성적 저널이 연구 자료로 수집되었다. 그 결과, 우선, 준비하는 단계에서 교수자는 원어민이 아니지만, 영어로 수업을 해야 한다는 압박과 영어로 수학교육내용을 어떻게 효과적으로 알려줄 수 있는 다양한 방법을 고려하였다. 수업 하는 단계에서 교수자는 학생들의 지속적인 동기 유발을 갖도록 하는 것과 교수자와 학생, 학생들 간 상호작용이 일어날 수 있는 기회를 마련하는 것을 중요하게 인식하였다. 평가 단계에서는 수업 준비와 실행 단계에서 부족했던 내용을 분석하는 것을 중요하게 인식하였다. 본 연구의 결과는 유아교육학과에서 영어로 전공 수업을 하는 상황에서 의미 있고, 적절한 교수학습 방법을 찾아보는 것에 기여를 할 것이라 사려된다.

This study aimed at exploring how an instructor constructs meanings through content-based instruction (CBI) offered to pre-service teachers majoring in early childhood education. The course, early childhood mathematics education, was conducted during the spring semester in 2011. This study adopted a narrative inquiry, and data were collected through observations, interviews, and work samples. This study found that during the whole process from the preparation phase to the end-of-program evaluation, the instructor captured diverse challenging moments. During the preparation phase, she needed to have careful orchestration in designing lessons in order to overcome her feeling of pressure as a non-native speaker of English and design the integration of contents and English language learning to be truly powerful. In the phase of implementation, the lack of student motivation and building a good rapport between the instructor and the students were certainly challenges. The result of the student evaluations weakened her desire to implement CBI. The instructor incorporated diverse instructional strategies to overcome the obstacles. The instructor's experiences in this study will positively shape future educators' thinking and learning about meaningful and appropriate academic English instruction for content-area teaching of college students who were majoring in early childhood education.

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참고문헌

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