유아영어 파견교사의 교사교육 요구조사

초록

This study aims to examine the professional development needs of dispatched early English teachers. In this study, we examine the background information and teacher-training course experiences of two hundred in-service teachers. Five teachers with more than five years of experience are selected for in-depth interviews in order to analyze their development needs. Most dispatched teachers have a bachelor’s degree; 21.5% of them have early childhood education majors, 33% have English-related degrees, and 45.5% have other subject-related degrees. In addition, 99% of them participate in teacher-training programs provided by the company . They argue that understanding child development and education is one of the most important qualifications for a teacher, and 70% of teachers respond positively to the teacher-training programs’ efficacy. Based on the interview data gathered from the in-depth interviews with five teachers, we conclude that they are satisfied with teacher-training programs in general—not because of the curriculum but rather because of the teacher community involved in the program. They emphasize the need to study the characteristics of young learners and English teaching methods. Thus, a teacher-training program instructor should possess theoretical and practical knowledge of early childhood education and English teaching.

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