‘한 학기 한 권 읽기’에 관한 교사 이론과 실천 탐색

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This study aims to explore how in-service teachers’ implicit theories inform their practice in relation to ‘One Semester One Book’. To this end, a selective review of the literature of 'One Semester One Book’ proponents was conducted to explore the different perspectives related to teachers’ implicit theories. The results revealed that teachers’ implicit theories in relation to ‘One Semester One Book’ are based on the perspectives of naturalistic teaching theory, whole language approach, authentic theory, and egalitarian perspective. How different perspectives related to the implicit theories are connected to reading instructional practices was explored through a survey study of secondary language arts teachers. Their understanding, attitudes, and practices of ‘One Semester One Book’ were positive. They were significantly related to “making reading habits” and “reading a variety of texts” among reading instructional content. However, teachers’ understanding, attitudes, and practices of ‘One Semester One Book’ were not statistically significant with “using appropriate reading strategies” or “fostering positive reading attitudes,” which are important in the national curriculum. This suggests that teachers’ implicit theories about ‘One Semester One Book’ are considerably influencing their reading instructional practices.