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학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
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연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2009.1
- 수록면
- 199 - 231 (33page)
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초록· 키워드
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After reviewing existing research on English education curriculums offered in Teachers' Colleges in Korea, this study looks into ways of developing more extensively a teaching and learning curriculum model based on critical theory and pedagogy. More specifically, based on the examination of all the 33 curriculums for college English Education majors and the two surveys of 76 and 171 in-service teachers, respectively, this study found that there was an unbalance in courses in English Literature, Linguistics, and English as a subject matter as well as an excessive emphasis on skills courses. According to the teacher surveys, their curriculums for both General and English Education lacked organic linkage among the courses, practicality in teaching subject matter and culture, and pedagogical activities to enhance learners' creativity and criticality through meaningful tasks, discussions, or debates in class. Accordingly, based on the teachers' perceived disparities in the current English curriculums, their identification of key problems and overarching issues, and their views on improving English Education curriculums, this study presents a critically-oriented curricular model in which more balanced curricular contents and skills and culture teaching in ELT are reflected. Lastly, this study calls for more curricular research and instructional effort based on a critical line of work and practices and discusses possible directions of and implications for future English education.
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