중·고등학교 교사들의 영어 교사용 지도서 활용에 관한 연구

Abstract

Middle and High School Teachers' Perceptions and Utilization of Teacher's Guides

Choi, Eun-sil

Graduate School of Education Pukyong National University

Abstract

The purpose of this study is to analyze and compare how teachers in middle schools and high schools perceive and utilize teachers' guides. This study also compares middle school teachers' perceptions and utilization of teachers' guides to those of high school teachers. Finally, this study identifies which aspects of current teachers' guides should be modified and improved. 30 middle school English teachers and 30 high school English teachers participated in a survey. The results of the research are as follows: First, the middle school English teachers used teachers' guides more than high school English teachers do in most of the sections in teachers’ guides. Second, middle school English teachers used teacher talk in the listening and speaking sections in teachers' guides. Third, middle school teachers perceive that listening dictation worksheets are more useful than any other teaching materials in the guides. Fourth, middle school teachers require that level-based listening activities, such as games and quizzes, be added. Fifth, middle school teachers would like more varied speaking activities and teaching strategies in the speaking section of teachers’ guides to be included in teachers’ guides. Two suggestions can be made from this study. First, teachers' guides should include far more differentiated teaching and learning materials to help motivate students during class. Second, suggested student assessments in the teachers' guides are used often, suggesting that teachers' guides should provide practical and comprehensive assessments covering listening, reading, speaking, and writing sections.