초등영어 수업컨설팅 실태 분석

Realities of instructional consulting for English teachers in the elementary schools

  Instructional consulting has been considered as an alternative form of teacher education as it may better guide teachers to the enhancement of their reflective practices and professional development. This article investigated a school-based consulting program for English teachers in elementary schools and focused on how this program was perceived by both consultant as well as consultee teachers. Data collection was through questionnaires, in-depth interviews, and consultant reports, while data analysis focused on respondents perspectives about consulting and their commitment process. The data revealed that the consulting program was effective in enhancing teachers professionalism as well as lesson quality. Novice teachers, in particular, gained confidence in their own teaching abilities, especially through being supported with new and varied teaching ideas, resources, and advice from their consultants. However instructional consulting faced problems such as having a poorly supported system for consulting, a weak reward system for consultant teachers, and a lack of follow-up. These issues were then further considered with relation to finding a more feasible and effective way of implementing consulting in schools.