2015 개정 교육과정의 창의융합교육에 대한 중·고등학교 영어 교사의 인식 연구

초록

This study investigated secondary school English teachers’ understanding and perception on the 2015 revised curriculum, with a particular focus on creativity convergence education. A total of 181 English teachers in Seoul, Incheon, and Gyeonggi participated in a survey consisting of 40 questions on three aspects: the concept of creativity convergence competences, the current state of creativity convergence education, and desirable directions and support for creativity convergence education. The results reveal that the English teachers perceived the competences of communication, creative thinking, self-management ability, and processing knowledge and information as relevant to English subject, revealing a sharp contrast with the exclusion of creative thinking competence in the 2015 revised English curriculum. Furthermore, they provided overall positive responses regarding the necessity and possibility of creativity convergence education in English subject. Yet, they felt that college-preparatory education, pencil-and-paper testing, mixed level classes, and a large class size are main barriers in implementing creativity convergence education. They wanted more support in terms of concrete teaching-learning models for creativity convergence education, teaching materials, and teacher training.

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