자국어 보급 기관에서의 교원 운영에 대한 해외 사례 분석 연구

Abstract

This study aimed to analyze the current teacher management systems at foreign institutes engaged in the dissemination of their national language, and to draw overarching policy implications. The paper considers the cases of the Confucius Institute, the Goethe Institute, the Alliance Française, the British Council, and the Japan Foundation. The teacher-training programs organized by the US-based TESOL are also considered. Data were gathered between October and December 2020, and the data collection focused on teacher training, professional development, recruitment, types and roles, qualifications, remuneration, benefits, and evaluation. Data were collected by different methods, such as written interviews, real-time online interviews, document analysis, and other materials obtained through requests to the institutions. The policy implications of this analysis concern language teacher typology, the necessity of training, the systematization of training and professional development programs, and teacher welfare. The results can serve as basic reference materials for teacher management at institutes for the dissemination of the Korean language, such as the Sejong Institute.