The purpose of this study is to examine phenomena of teaching writing in Korean as a foreign or a second language, and to propose contents and methods for improving teachers’ ability of teaching writing. I presented 3 reasons that mainly cause the difficulty in teaching writing for nonnative speakers of Korean. Among the reasons, teachers’ lack of confidence and insufficiency of expertise in teaching writing is the most important one which we have to compensate in terms of improving teachers’ ability. First, in chapter Ⅱ, I analyzed the trend of teaching writing in Korean as an L2, and examined the characteristics of teacher training for teachers-to-be in Korean language education. Next, in chapter Ⅲ, I defined the concept of ‘ability of teaching writing’, and summarized the categories of the ability. Finally, in chapter Ⅳ, I suggested the contents and methods for improving teachers’ ability of teaching writing with regard to teachers’ expertise. Specially, I focused not only on the pedagogic content knowledge (PCK), but also on the content knowledge (CK). In this paper, I explored teacher education which is considered as one of the most important area for better teaching Korean as an L2. However, this paper remains only as a pioneer attempt at teacher education research for the area is not fully discussed yet.

Ⅰ. 서론
 Ⅱ. 한국어 쓰기 지도 경향 및 (쓰기) 교사 양성
 Ⅲ. 한국어 쓰기 지도 능력의 개념과 범주
 Ⅳ. 한국어 교사의 쓰기 지도 능력 신장
 Ⅴ. 결론
 참고문헌

• 진대연(호원대학교) | JIN Dae-Yeon