한국어교육실습 <모형1>의 내용 구성과 운영에 대한 고찰

A study on the formulation and implementation of <Model 1> in Practicum class for Korean as a foreign language: Based on the Korean education major courses in the graduate school of education

This paper investigates the formulation and implementation of <Model 1> in practicum class for Korean as a foreign language. Practicum class for Korean is essential in increasing teaching competences and securing practical experience in the field, which has been leading to a continuous discussion of the use of effective teaching measures. Nonetheless, the problems and issues a lecturer may face in designing and running the practicum class have not received sufficient attention. The aim of this article is formed based on this observation, calling for a specialized curriculum in each degree course. This article thus reviews the management of practicum classes for Korean as a foreign language in general and suggests improvements. The importance and necessity of KFL practicum class research is dealt with first in the second section. The third section first investigates the need to define and standardize the use of major terms in the discussion of <Model 1> of KFL practicum class, and then details the research methods used in this study. The fourth section clarifies three concepts that constitute <Model 1> in KFL practicum class; classroom observation, simulated instruction and actual teaching practice and how they are closely related. In the process, it was found that certain issues may arise due to the fact that courses in the Graduate School of Education are held at night, and that the students’ demands as well as varied situations they are facing should be considered. Accordingly, the management of the practicum class should be managed flexibly, from setting the timeline, liaising with organizations to defining the roles of all participants, teaching methods and evaluation criteria. Practicum classes for KFL is reliable only when it is tightly coupled with the education field, and its successful management cannot solely rely on the competences of the lecturer. This article urges further investigation of concrete and realistic issues in KFL practicum classes, with a focus on the issues Korean teacher education institutions face.