This study aimed to examine educational connoisseurships of the 3rd and 4th year pre-service elementary school teachers (PSTs). Twenty eight 3rd year and 28 4th year PSTs were asked to write a critique on a video-taped elementary English lesson. Their comments were categorized and examined to see if there were any outstanding characteristics. It was also investigated whether the different amounts of coursework the two groups of PSTs had completed were reflected in their critiques. Many PSTs were found not to have developed their educational connoisseurships to examine whether a lesson was designed to maximize learning, and the functions of the target expressions were practiced and learned in a meaningful way. Two most common perspectives in their critiques were to examine whether the students were interested in the learning activities, and whether the learning activities helped students learn the target expressions. Some differences in the views on classroom English and differential learning activities were found across the two groups.

This research aims to develop and apply an English class program for elementary school students from multicultural families, in order to allow children from multicultural families who lack an understanding of language and culture (both their mother tongue and Korean) to participate successfully in regular English classes. For the purpose, 6 third-year students from multicultural special classes were observed and analyzed to identify difficulties experienced during regular English classes. Their difficulties were classified into lack of background knowledge and basic English words, insufficient use of learning strategies, lack of academic language understanding, and lack of self-confidence. To solve these difficulties, an English class program for elementary school students from multicultural families was developed and applied, based on the theory of multicultural education and the sheltered instruction model. The results are as follows: The introduction of an English class program for elementary school students from multicultural families is presumed to have had a positive effect on students’ English abilities and confidence. Based on this program, more special English teaching programs for the children from multicultural families are expected to be developed for their successful English learning.

본 연구는 경기도 G교육청 주관 수업 컨설팅 과정을 성찰적 수업(reflective teaching) 컨설팅 과정을 문화기술지 방법으로 드러낸 연구로서 컨설팅에 참가한 영어교사의 갈등과 고민, 그리고 좋은 수업을 만들어가는 영어수업컨설팅 과정을 묘사한 성찰적 영어수업컨설팅 사례연구이다. 연구의 목적은 성찰적 영어수업 컨설팅 과정을 통해 교사들의 수업전문성 신장 가능성을 조명해 보기 위한 것이다. 연구에 참여한 5명의 초등영어교사는 컨설팅 과정에서 자신의 수업 관심영역의 전문성 확보를 위해 다양한 경로의 교수법을 탐구하고 좋은 수업 만들기에 대한 고민을 성찰적 수업컨설팅 과정에서 보여주고 있다. 성찰적 영어수업 컨설팅 과정을 분석한 결과 시사점은 다음과 같다. 첫째, 성찰적 수업컨설팅을 전문적으로 운영할 수 있는 인적 물적 환경조성의 필요성, 둘째, 수업컨설팅 의뢰자의 요구를 반영 할 수 있는 전문적 컨설턴트 확보. 셋째, 다양한 컨설팅 사례를 나눌 수 있는 계속적인 컨설팅 사례연구 공유. 넷째 동료코칭 등 자발적인 컨설팅 참여와 이를 지원하는 전문적인 학습공동체 문화 구축 등이다.