초등학교 영어 협동수업에 대한 내국인교사와 원어민교사의 인식차이에 관한 분석

An analysis of native and nonnative English teachers' perception on their role in elementary school settings of co-teaching

This study investigates domestic English and native English teachers' selfreflection on the practices of co-teaching in the elementary schools. This study especially focuses on analyzing and understanding how differently domestic and native English teachers perceive the general objectives, specific performances, and problems & solutions of co-teaching. The concrete research questions are: 1) how do they perceive the success or failure of their co-teachings under their own experiences?; 2) what is the most effective co-teaching model for each study area and who should be in charge with the class for particular settings?; and 3) what may be the difficulties, problems, or solutions to improve co-teaching practices for effective elementary English education? For research methods, this study adopts multi-phase data gathering procedure: a survey administered to the targeted co-teachers, face-to-face interviews with volunteer participants, and the observations of the classroom teachings for some of the interviewed participants. Most notable findings of this study are: 1) there are not enough clear role distributions between domestic and native teachers; 2) the actual role playing of the native teachers in real classes is restricted to very superficial practices; 3) the major obstacles for their cooperation are, to name a few, English proficiency of domestic teachers, paper-work overload, and cultural misunderstanding, etc.; and 4) the most critical factor for a cooperative team-work is, not the teaching experiences or teaching certificates, but the attitudes or personalities of both parties. Finally, the implications of these findings are discussed.