논문 상세보기
pp.289-309
During the last decade, an increasing number of immigrants came to Korea mainly for getting jobs and following their spouses, and the Korean government attempted to introduce several policies and projects. Among those policies and projects, the bilingual teacher development program was launched for developing bilingual teachers to teach their cultures and languages to multicultural and general students as well. The purpose of this research was to find out what multicultural immigrant women who participated in a bilingual teacher development program wanted to obtain from the program, and possibly to suggest aiming at developing a teacher training program for the future. Twelve pre-service bilingual teachers who were being trained in bilingual teacher development program participated in the pre- and post-questionnaire surveys. The results of the study are as follows. First, 12 pre-service bilingual teachers fully understood their roles as bilingual teachers and they think they are prepared to carry out those roles through the training program and the practicum. However, after the practicum they recognized they need to deepen their knowledge on child psychology, counseling and material development. Next, the pre-service teachers were satisfied with the training program and the courses they took in the program would be helpful to work as a bilingual teacher. However, they demand more practicum in the training curriculum. Some suggestions are made for improving the current system of practicum in the bilingual teacher training curriculum.
II. 이론적 배경
1. 우리나라 다문화 사회에서 이중언어강사의 역할과 기능
2. 이중언어 교육의 필요성
3. 선행 연구
III. 연구 방법
1. 연구 참여자
2. 이중언어강사 양성 프로그램의 개요
3. 자료 수집 및 분석
IV. 분석 결과
1. 이중언어강사의 역할 기대 및 자질에 대한 인식
2. 이중언어강사 양성 프로그램에 대한 만족도
V. 결론 및 제언
참고문헌
