초등학교 영어 수업장학 활동의 실태분석과 개선방안

The realities of English instructional supervision in elementary schools and the ways of improvement

  The purpose of this study is to improve the quality of the elementary school English classes through an examination of the actual conditions of English instructional supervision. In order to determine what goes on in current English instructional supervision in the elementary schools, the study designed queries and interviewed teachers for the purpose of identifying the realities of English instructional supervision. Interview was conducted with 12 teachers. Survey data were randomly collected from 217 elementary teachers working at 23 elementary schools in Gyeongsang province. The results show the respondents answered negatively to questions on the revitalization of supervision activities, the ways of evaluating their English teaching in the classroom, and their frequency of using evaluation checklists in their supervision activities. They answered that consultation from peer teachers has been most effective for improving their instruction and peer supervision among the 5 most prevailing types of supervision was mostly preferred. Moreover, the findings indicated that supervision before teaching was mostly preferred. Based on the findings, the study insists that supervision activities should be effective when it can be revitalized by teachers themselves and online supports. It also suggests that offices of education and schools need to support teachers to organize consulting communities by themselves and develop some effective systems of peer supervision activities in each school. Finally, teachers need to be more acquainted with the criteria and components of evaluation checklists before teaching.