초등 예비교사와 현직교사의 영어교육에 대한 인식과 태도

Pre- and in-service elementary teachers" beliefs and attitudes towards English education

  This study purports to examine pre- and in-service elementary teachers" beliefs and attitudes towards some key aspects of teaching and learning English. The subjects were 62 in-service elementary teachers and 103 pre-service teachers who finished second year of their college life. Data were gathered and analyzed using SPSS t-test and ANOV A. The results indicate that there is emerging professional consensus regarding a number of beliefs and attitudes related to the current trend of elementary English education, even though both pre- and in-service teachers place too much reliance upon native speakers, neglect having students exposed to various dialects, and take an unwilling attitude toward differentiated learning. On the other hand, there are some significant differences among groups. Experienced in-service teachers significantly favor small group activities and feel the need for the linguistic theory, whereas inexperienced in-service teachers regard language proficiency as a matter of high priority. Pre-service teachers significantly favor explanation as a corrective feedback as well as a way of presenting new grammar rules. The study suggests that the results are useful for teacher training and more research is needed for the investigation of foreign language teachers" beliefs and attitudes.