한국과 중국의 언어 교사 교육 과정 비교 연구 - 한국 세종학당과 중국 공자아카데미를 중심으로 -

초록

This study explores the similarities and differences of language teacher education curriculum in Korea and China. Based on Tyler’s (1949) curriculum theory, this paper analyzed the language teacher education curriculum in Sejong Institute (Korea) and Confucius Institute (China) regarding educational goals, curriculum content, and educational evaluation method. Using Bereday’s (1964) four stages of comparative education analysis as a research method, study findings are as follows. First, both institutions emphasized language teachers’ professionalism in their curriculum. In the Confucius Institute, the language teachers’ professionalism was listed as an educational goal in the curriculum. However, the Sejong Institute did not explicitly mention the language teachers' professional abilities in the curriculum as an educational goal. Second, the ratio of linguistic knowledge was higher at Sejong Institute than at Confucius Institute, but the Confucius Institute emphasized language teachers’ educational practice more than the Sejong Institute. The curriculum in the Confucius Institute focused more on cultural content and especially emphasized cultural exchanges among diverse countries. Also, the Confucius Institute emphasized the bilingual ability of language teachers, while the Sejong Institute did not. Third, both the Sejong Institute and Confucius Institute’s teacher certification exams were divided into written exam and interviews. The candidates were required to pass the written exam in order to participate in the interview. In the written test, Sejong Institute emphasized theoretical knowledge; whereas, the Confucius Institute emphasized practical ability. During the interview, the teacher’s bilingual ability was an essential criterion in Confucius Institute. However, in the Sejong Institute, the teacher’s bilingual ability was not been questioned. After a comparison between the institutes, this study provides suggestions in terms of how to effectively construct language teachers’curriculum in both in Sejong Institute and the Confucius Institute.

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