국어교사의 신념과 읽기 수업 실행 양상

Abstract

In this study, we aimed to examine the constructivist beliefs of Korean language arts teachers and the relationship between their beliefs and classroom practices in teaching reading. A survey on teacher beliefs and practices in the teaching of reading was conducted on 216 Korean language arts teachers in secondary schools. To measure teacher beliefs, the Literacy Orientation Survey (LOS) was translated from English into Korean and validated with confirmatory factor analysis. The mean score on the LOS for the participants was 3.39, indicating that their constructivist orientation was relatively moderate. Among their beliefs about the content of reading instruction, “cultivating a positive attitude” and “reading in daily life” were highly correlated with the LOS. “Textbooks” were most often selected as reading material, but they were negatively correlated with the LOS. The extent to which they believed “the contents of the textbook” were important for evaluation and the extent to which they were using “multiple-choice tests” were both negatively correlated with their constructivist beliefs. The results of this study indicated that Korean language arts teachers’ beliefs were mostly congruent with their practices. But they were often engaged with the practices that they reported they did not support. Further research is needed to understand the subtle relationship between teachers’ beliefs and practices for teaching reading.