인지치료학습상담사의 난독학습자 교수경험에 대한 자문화기술지

Abstract

The aim of this article is to describe a cognitive therapy learning counselor’s experience teaching English to elementary school dyslexic learners through autoethnography. The research results are presented as follows. Firstly, as a researcher, I discovered similar identities as a cognitive therapy learning counselor and a qualitative researcher in the process of teaching English to elementary school dyslexic learners. Secondly, as a researcher, I held off evaluating dyslexia as a learning disability while teaching two elementary school dyslexic learners.. Thirdly, as a cognitive therapy learning counselor, I set out to find early intervention methods using the attitude and methods of a qualitative researcher to teach English to elementary school dyslexic learners. Fourthly, as a cognitive therapy learning counselor and qualitative researcher, I developed practical knowledge and teaching expertise while stimulating learners’ learning motivation. This study will exemplify teaching and learning methods considering the characteristics of dyslexic learners by illuminating the teaching experience of a cognitive therapy learning counselor, and will contribute as empirical data to help elementary dyslexic learners learn English.