국어 교사의 촉진자로서의 교사 개념 및 수업 실천에 대한 인식A Study on the Recognition of the Concept and Teaching Practice of Korean Language Teachers as Facilitators
- Other Titles
- A Study on the Recognition of the Concept and Teaching Practice of Korean Language Teachers as Facilitators
- Authors
- 백정이; 김승현
- Issue Date
- 2022
- Publisher
- 한국화법학회
- Keywords
- 촉진자; 인식; 개념; 수업 실천; 국어 교사; 국어교육; facilitator; recognition; concept; teaching practice; Korean language teachers; Korean language education
- Citation
- 화법연구, no.55, pp.1 - 47
- Journal Title
- 화법연구
- Number
- 55
- Start Page
- 1
- End Page
- 47
- URI
- https://scholarworks.bwise.kr/hongik/handle/2020.sw.hongik/26714
- DOI
- 10.18625/jsc.2022..55.1
- ISSN
- 1598-9542
- Abstract
- While there is ample literature on the principles and cases of learner-centered learning, little is known on what teachers do in classes as “facilitators”. This study surveyed 74 middle and high school Korean language teachers about their perception of their own classes and the concept of a facilitator. The results showed that respondents’ classes were evenly distributed from teacher-centered classes to student-centered classes. Their learner-centeredness was implemented at various levels from lesson flow or teaching and learning model to local major characteristics. They were expected to have difficulty because of incomplete conceptual recognition, and confusion regarding the teacher’s act of “leading/eliciting” as being teacher-centered or student-centered. Their characteristics as facilitators fell under six categories; to make students “understand”, “participate”, “interact”, “think”, “lead”, “create relationships and atmosphere”, and “connect.” We proposed the development of instructional practice through the elaborating perception of the concept of learner-centered learning and the facilitator, self-regulation of instructional practice through the hierarchization of facilitator types, and establishment of four areas of facilitator education.
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