비원어민 한국어 교원의 핵심 역량 설계를 위한 기초 연구A Basic Study for the Design of Key Competencies of Non-native Korean Speaking Teachers
- Other Titles
- A Basic Study for the Design of Key Competencies of Non-native Korean Speaking Teachers
- Authors
- 이혜현; 김수은
- Issue Date
- Dec-2022
- Publisher
- 국제한국어교육학회
- Keywords
- 비원어민 교원(non-native teacher); 한국어 교사(Korean teacher); 핵심 역량(key competency); 비원어민을 위한 한국어교육 전공(Korean education major for non-native); 델파이 조사(delphi research)
- Citation
- 한국어교육, v.33, no.4, pp.301 - 327
- Journal Title
- 한국어교육
- Volume
- 33
- Number
- 4
- Start Page
- 301
- End Page
- 327
- URI
- http://scholarworks.bwise.kr/ssu/handle/2018.sw.ssu/43419
- DOI
- 10.18209/iakle.2022.33.4.301
- ISSN
- 1225-6137
- Abstract
- The purpose of this study is to design the key competencies of non-native Korean language teachers. Recently, interests in non-native speakers of Korean language is growing; however, the Korean language education major curriculum considering the characteristics of non-native speakers has not yet been fully developed. This study aims to extract the key competencies of non-native Korean language teachers as a preliminary study for the development of a curriculum for non-native Korean language education majors. In order to design the key competencies of non-native Korean language teachers, this study inductively derived key competencies through preceding research analysis. After that, an evaluation of key competencies was conducted through the expert Delphi survey. As a result of the study, it was found that the following competencies are required for non-native Korean language teachers: 1) Accumulation of knowledge in Korean language and culture; furthermore, the performance ability to utilize it; 2) likewise, the ability to cultivate and practice Korean education knowledge and skills; 3) the interaction and communication skills required in society such as classrooms and institutions; 4) the identity and self-management ability as a Korean language teacher. Furthermore, in this study, it is suggested that these key competencies are not listed in parallel, but interact with each other according to the context and are used three-dimensionally.
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