한국어 교사 교육 연구

A Study on Korean Language Teacher Education

The purpose of this study is to examine the uniqueness of teaching environment for Korean language teachers, and to suggest several teaching approaches in relations to different factors. The study shows the situations Korean language teachers face and the uniqueness of the teaching environment are as follows: These teachers play diverse roles of the language teachers, private diplomats, agents of cultural exchange and consultants. They are required to have foreign language skills, comprehend multi-culturalism, and understand different academic knowledge in Korean studies, pedagogics, and linguistics, in addition to Korean language skills. Their backgrounds are diverse in terms of nationality, affiliation, their motives for becoming teachers, their majors and educational background. The language educational systems vary, ranging from classroom education to distance education and private tutoring. Students differ in terms of their motivation, life standard, age and educational background. The teaching environment varies depending on a teaching location which are within Korea or outside of Korea, So each needs to have a different classroom management. In consideration of these characteristics, this research suggests some more effective teaching approaches for Korean teachers. The teaching contents and methods should differ between teachers in formal education and informal education, within and outside of Korea, and between Korean teachers and foreign ones. In relation to the contents of teaching, the teachers should be educated Korean studies, Korean pedagogics, related studies and basic knowledge of Korean language teacher education well enough to be able to adapt and manage classes in any situation in any area. Based on teaching goals, teachers need to be educated regarding different contents and methods depending on the purpose of students learning Korean; either for academic purpose or for some other specific purpose. Finally, regarding teaching programs, teaching in regular courses, teacher training courses and retraining courses should be more systematic and gradually improved. In particular, the teacher retraining course should be prepared according to unique situations faced by each teacher. From now on, Korean language teacher education should be based on the basic curriculum specified in the fundamental law of Korean language. And we should further develop specific systematic teacher training programs and retraining programs in stages, rather than just providing the traditional uniform program.