영어교사의 수업 전문성이 초등영어 학습자의 정의적 영역에 미치는 영향

This study examines the educational effects of English teachers’ professionalism in affective domains. The participants were four English teachers and their 6th grade students. Each teacher video-recorded five classes. A group of English education-related professionals evaluated the teaching professionalism of the four teachers by applying an evaluation tool to the teaching videos. To measure the students’ affective domains, an instrument for measuring Korean elementary students’ interest and self-confidence about English was administered three times for a year. The scores were then compared and analyzed in relation to the four teachers’ teaching professionalism. The students of the most professional teacher showed a significant improvement in their interest in English learning, implying that teachers’ teaching professionalism does have an effect on students’ affective domains.