고교학점제 영어과 교과목에 대한 영어 교사들의 인식 및 전문성 강화 방안

A study on English teachers’ perceptions of English curriculum under the high school credit system and strategies for Enhancing their professional competence

This study aimed to explore professional development needs perceived by in-service high school English teachers, within the framework of the newly implemented 2022 revised English curriculum under South Korea’s High School Credit System. A survey was conducted with 53 English teachers to analyze their perceptions of the value of essential subjects, their current levels of teaching competency, and their preferred methods of support. The mean and standard deviation were calculated through descriptive statistics to measure teachers’ perceptions and needs analysis. This study revealed that teachers expressed a strong demand for professional development, with a notable emphasis on communication-focused subjects aimed at practical language use. Three most cited areas of competency were practical English teaching ability, the ability to integrate interdisciplinary topics like literature, media, and writing into lessons, and the competency to conduct discussion, debate, and project-based lessons. Moreover, this study shows the need to strengthen teacher professionalism for teaching the new subjects introduced the 2022 revised English curriculum. Many teachers preferred support such as university-based training, overseas programs, and useful teaching materials. The study also points out that stronger administrative and system support is needed for the 2022 revised English curriculum to work well and for teachers to keep developing their expertise.