EFL 상황에서의 영어교사의 전문성 고찰

The constituents of English teachers’ professional competency in EFL context

The purposes of this study are to identify what the constituents of English teachers’ professional competency are and to examine how each group of English teachers and English education professionals understand the definitions of English teachers’ professional competency in EFL context. The procedures of this study were as follows: First, literature was reviewed on the foreign language teaching and teachers professional competency to support theoretical background. Second, a survey was conducted for two groups of English teachers and English education professionals. The survey asked the constituents and factors of English teachers’ professional competency. Also four dimensions of professional competency were examined according to each aspect of knowledge, skills, attitude, and reflection, respectively. The results of the study are as follows: 1) both English teachers and English education professionals agreed that the fundamental factors for English teachers’ professional competency are English teachers’ knowledge on target language and the skills on how to teach English: 2) among the four aspects of knowledge, skills, attitude, and reflection, there were no meaningful differences between two groups in the aspects of knowledge and skills while there were meaningful differences in the aspects of attitude and reflection: 3) English education professionals showed higher awareness for the aspects of attitude and reflection than English teachers.