대학기관 한국어 교사 역량에 대한 인식

Abstract

Journal of the International Network for Korean Language and Culture 16-2, 231-254. The purpose of this study was to investigate the competencies for Korean teachers at university institutions, and the teachers’ awareness of these competencies. Three research problems were identified: first, what were the core competencies required to teach Korean at university institutions? Second, what were the differences in the awareness of pre-service teachers, teachers, and supervising teachers? Third, what were the differences in the recognition of pre-service teachers and teachers regarding the need for competencies? During the research, a survey was conducted with 60 pre-service teachers, 146 teachers, and 32 supervising teachers. As a result, the importance and order of priority of 20 competencies were obtained, and the differences in the awareness of the competencies among the teacher groups were identified. The supervising teachers considered each competency more important than the teachers, especially when they had high expectations for communication with students, cooperation with fellow teachers, and a sense of belonging in the institutions. In addition, the teachers thought that they should be better equipped with each of the competencies, while the pre-service teachers lacked such recognition, which indicated that they did not fully understand the circumstances. Based on such results, several significant implications were developed. (Ewha Womans University)